(PRIVATE  LIBRARY 

of 
KIMBALL  YOUNG 


G.  STANLEY  HALL 


G.  STANLEY  HALL 


A  SKETCH 


BY 

LOUIS  N.  WILSON,  Litt.  D. 
Librarian,  Clark  University 


NEW  YORK 

G.  E.  STECHERT  &  CO. 
1914 


Copyright,  1914 
By  LOUIS  N.  WILSON 

Published,  1914 


PRIES   OF 

THE  BRANDOW  PRINTING  CO. 
ALBANY,    N.  V. 


x 

LIBRARY 

UNIVERSITY  OF  CALIFORNIA 
V/0  SAiSTA  BARBARA 


Snlljr 

Alumni 

of 

(Elark 


CONTENTS 

Page 

I.  Boyhood  and  Early  Years     .         .         .         .  11 

II.  College  and  Seminary             .          .          .          .  27 

III.  Foreign  Study  and  Travel      ....  39 

IV.  Antioch,  Harvard  and  Johns  Hopkins            .  50 

V.  Clark  University             .....  72 

VI.  Personal  Traits 93 

VII.  Bibliography  of  Published  Writings      .  119 


ILLUSTRATIONS 


G.  Stanley  Hall— 1912  .  .  .         Frontispiece 

At  the  Age  of  Six  .  .  .             .11 

Fourteen  .  .  .             .25 

«         «           «           «    nn                           •  r  .7 

Iwenty-nine  .  .  .57 

it           it              it              K      I— '  /-   -7 

rorty  .  .  .                       o/ 

President's  House  .  .  .              .81 

Dr.  Hall's  Study  .  .  .93 

The  Seminary  Room  .  .  .               .101 


AT    THE    AGE    OF    SIX 


I 

BOYHOOD  AND  EARLY  YEARS 


1846—1863 

The  town  of  Ashfield,  in  Franklin  county,  Massa- 
chusetts, is  described  in  John  Warner  Barber's  His- 
torical Collections  (Worcester,  1839)  as  "  a  little  over 
six  miles  square.  The  face  of  the  township  is  uneven 
and  hilly,  better  adapted  for  grazing  than  tillage. 
There  is,  however,  much  good  tillage  land  interspersed 
among  the  hills.  The  principal  productions  are  corn, 
potatoes,  oats,  and  of  late,  wheat.  Some  of  the  farmers 
have  large  dairies.  In  1837,  there  were  in  this  town 
8,021  merino  sheep,  which  produced  24,063  Ibs.  of 
wool.  There  are  four  churches,  two  for  Baptists,  one 
Congregational  and  one  Episcopal.  The  central  village 
consists  of  about  twenty  dwelling-houses,  an  Epis- 
copal church,  an  academy,  and  a  number  of  mercantile 
stores.  Distance,  18  miles  from  Greenfield,  18  miles 
from  Northampton,  and  105  to  Boston.  Population 
of  the  town,  1,656." 

At  one  time  it  was  one  of  the  largest  towns  in  the 
western  part  of  the  state  and  distinctly  ahead  of 
Springfield,  Northampton,  Greenfield  or  Pittsfield. 
It  reached  its  highest  point  in  population  in  1810, 
when  it  had  1,809  souls.  From  that  time  the  popu- 
lation has  gradually,  but  steadily,  fallen  until,  in 
1910,  it  numbered  only  959. 


12  G.    STANLEY    HALL 

Here,  on  the  first  of  February,  1846,  the  subject  of 
this  sketch,  Granville  Stanley  Hall,  was  born. 

The  Hall  family  is  of  old  New  England  stock  on 
both  sides.  The  father,  Granville  Bascom  Hall,  was  a 
descendant,  in  the  eighth  generation,  of  Elder  William 
Brewster,  who  came  over  in  the  Mayflower  in  1620 
with  his  wife  and  two  sons.  Other  ancestors  were: 
John  Hall,  who  came  from  Coventry,  England,  in 
1630  in  the  fleet  with  Governor  Winthrop,  and  settled 
in  Charlestown,  Massachusetts;  John  Lillie,  born  in 
1592,  who  also  came  over  in  the  Mayflower;  James 
Gorham,  born  in  England  in  1550;  Richard  Willard 
and  Richard  Sears.  Members  of  the  family  are  still 
to  be  found  on  Cape  Cod,  notably  in  Barnstable, 
Harwich  and  Dennis. 

The  mother,  Abigail  Beals  Hall,  was  a  descendant, 
in  the  seventh  generation,  of  the  famous  John  Alden, 
one  of  the  signers  of  the  Mayflower  compact.  Other 
early  immigrant  ancestors  on  the  mother's  side  were 
Vining  and  Beals. 

David  Hall,  with  his  son  Reuben,  had  moved  from 
the  Cape  to  Ashfield  three  generations  before  Stanley 
was  born.  His  father  was  the  fourth  of  nine  children, 
eight  of  whom  lived,  while  his  mother  was  the  fourth 
of  eight  children,  all  of  whom  were  alive  at  the  time  of 
her  marriage.  The  Beals  family  had  been  settled  for 
several  generations  in  the  adjoining  town  of  Plainfield, 
Massachusetts. 

The  Ashfield  Halls  were  substantial,  hard  working, 
comfortable,  common  sense  farmers,  without  much 


BOYHOOD  AND  EARLY  YEARS     13 

ambition  or  much  education,  of  great  physical  vigor 
and  some  of  them  remarkable  for  longevity,  one  dying, 
within  a  few  years,  lacking  but  a  few  months  of  reach- 
ing ninety-nine.  Another,  a  sister  of  the  above, 
attained  the  age  of  ninety-two  years  and  six  months. 

The  Deals  family  were  also  of  the  farming  class, 
but  perhaps  more  noted  than  the  Halls  for  mechanical 
traits  and  piety.  Mrs.  Hall's  grandfather  Deacon  Jo- 
seph Beals  was  the  subject  of  a  tract  written  by  the  Rev. 
William  A.  Hallock  and  published  by  the  American 
Tract  Society  many  years  ago.  The  tract  was  entitled 
"  The  Mountain  Miller,"  and  describes  the  conversion 
of  a  wicked  miller  as  he  prayed  by  a  certain  spring  in 
Plainfield.  Her  father  Robert  Beals  was  a  most 
exemplary  deacon  of  the  Congregational  church. 

From  all  the  evidence  at  hand  it  would  seem  that 
both  Dr.  Hall's  parents  were  more  anxious  for  an 
education  than  the  other  members  of  their  families. 
The  mother  insisted  so  strongly  for  more  schooling 
than  was  then  considered  necessary — or  even  desira- 
ble— for  a  farmer's  daughter  that  she  was  finally  sent 
to  Albany,  where  she  spent  two  years  at  the  Albany 
Female  Seminary,  at  that  time  almost  the  only  insti- 
tution in  the  East  for  the  higher  education  of  women. 
She  had  applied  at  Mt.  Holyoke,  but  was  not  admitted, 
as  it  was  full.  As  might  well  be  expected,  under  such 
circumstances,  Abigail  Beals  worked  hard  at  her  studies, 
took  high  rank  at  the  Seminary  and  left  it  with  a 
decided  literary  trend,  which  afterwards  played  an 
important  part  in  the  education  of  her  children. 


14  G      STANLEY    HALL 

Indeed,  her  children  seem  to  have  inherited  their  love 
of  learning  from  their  mother. 

As  a  young  girl  she  attended  a  school  taught  by 
William  Cullen  Bryant,  and  later  by  his  brother  John. 
After  returning  from  Albany,  she  took  a  school  for 
two  terms  at  Plainfield,  and  among  her  pupils  was 
Charles  Dudley  Warner,  then  a  very  small  boy. 

The  father,  tiring  of  the  monotony  of  the  farm,  at 
the  age  of  nineteen,  bought  his  time  of  his  father  and 
went  to  the  town  of  Hatfield,  where  he  learned  the 
trade  of  broom  making.  Dr.  Hall  says,  "  I  well 
remember  as  a  small  boy  how  he  would,  at  times, 
having  all  the  equipment,  make  brooms  in  the  evenings 
and  afternoons  when  at  home,  bleaching  the  broom 
corn  in  the  cellar  with  sulphurous  fumes,  buying  the 
handles  right  from  the  lathe  of  a  neighboring  shop, 
staining  them,  tying,  pressing,  sewing,  painting  and 
gilding  the  handles,  and  sometimes  selling  them  to 
the  neighbors  for  twenty-five  cents,  or  thirty-five 
cents  for  those  with  ornamental  handles,  or  the  larger 
brooms.  I,  myself,  have  made,  and  can  still  make  a 
complete  broom.  My  father's  tools  I  gave  to  the 
Ashfield  Museum  some  years  ago." 

A  few  years  before  he  was  married,  the  father  went 
to  Wisconsin  and  purchased  four  government  lots  of 
eighty  acres  each,  much  of  which  is  now  embraced 
within  the  city  limits  of  Geneva.  He  remained  there 
only  long  enough  to  preempt  the  land  and  make  the 
improvements  required  by  law.  To  quote  Dr.  Hall 
once  more,  "  I  can  remember  quite  well,  as  a  youngster, 


BOYHOOD  AND  EARLY  YEARS    15 

the  sad  day  when,  my  father  being  laid  up  with  rheu- 
matism, these  lots  were  sold  at  a  slight  advance  over 
what  they  had  cost  him.  Soon  after  this,  the  land 
boom  began  and  if  he  could  have  held  the  lots  a  little 
longer  he  would  have  received  a  much  larger  sum  for 
them." 

The  father  had  attended  the  customary  school 
terms  as  a  lad,  and  later  when  he  had  laid  by  a  suffi- 
cient sum,  although  then  older  than  the  other  students, 
he  paid  his  way  through  the  Shelburne  Falls  Academy. 
He  also  taught  school  several  terms  and  was  considered 
a  good  teacher,  especially  in  disciplining  big,  unruly 
boys.  He  was  a  clever  penman,  conducting  evening 
writing  school  in  the  adjacent  towns.  It  was  during 
the  writing  school  period  that  he  first  met  Abigail 
Beals  of  Plainfield,  whom  he  married  April  11,  1843. 
There  was  a  wonderfully  late  snow  storm  at  the  time, 
the  snow  reaching  almost  to  the  eaves  of  the  house. 
Some  months  later,  he  left  for  Wisconsin  again  to 
complete  the  details  of  taking  up  his  government  land 
and  during  his  absence  his  wife  made  her  home  with  his 
parents  in  Ashfield,  where  Granville  Stanley  was  born. 
Two  other  children  were  born  to  the  couple,  a  son, 
Robert  Beals,  born  at  Ashfield,  and  a  daughter,  Julina 
Orpha,  born  at  Worthington. 

The  father's  farm  consisted  of  about  one  hundred 
and  twenty-five  acres  and  was  about  two  miles  west 
of  that  of  the  grandfather.  Here  the  family  lived 
until  Stanley  was  in  his  third  year.  He  has  given  his 
impressions  of  a  visit  paid  to  the  old  place  fifty  years 


16  G.     STANLEY    HALL 

later  in  his  "  Note  on  Early  Memories."  In  1848  the 
family  moved  to  a  hundred  acre  farm  in  Worthington, 
Massachusetts,  where  they  remained  for  ten  years, 
returning  to  Ashfield  in  1858. 

Here,  then,  the  boy  grew  up  in  a  community  we  are 
apt  to  look  upon  as  ideal  for  the  growing  child — living 
part  of  the  time  at  home  and  part  of  the  time  with 
his  grandparents,  uncles  and  aunts;  attending  school 
and  academy  about  three-fourths  of  each  year;  earning 
an  accordion  by  braiding  palm  leaf  hats  in  the  evenings 
one  winter;  earning  a  pair  of  skates  by  reading  the 
Bible  through  for  one  of  his  aunts;  and  working  hard 
in  the  fields — digging  post  holes  for  fences,  haying, 
harvesting,  keeping  cattle,  etc. 

It  was  not  an  idle  life,  yet  there  were  diversions  in 
the  way  of  hunting,  fishing,  skating,  tramping  and 
camping  out  Indian  fashion  with  bow  and  arrows. 
One  wonders  how  many  valuable  old  pewter  vessels 
went  to  the  melting  pot  to  be  cast  into  arrow  heads 
during  these  early  years.  Then  in  the  long  winter 
evenings,  there  was  always  reading  aloud  before  the 
great  open  fire,  indeed,  there  seem  to  have  been  few 
evenings  when  the  mother  did  not  read  something  to 
her  husband  and  children.  J.  G.  Holland  was  a 
favorite  author,  and  many  novels  were  read.  There  was 
also  the  Spectator,  Shakespeare,  Pilgrim's  Progress, 
Clark's  Sermons,  Baxter's  Call,  Bunyan's  Holy  War, 
and,  perhaps  best  loved  of  all,  the  Arabian  Nights. 

The  schools  had  rhetorical  exercises  on  Wednesday 
afternoons,  with  school  papers,  compositions,  essays, 


BOYHOOD  AND  EARLY  YEARS     17 

declamations  and  little  dramas.  Then  there  were 
spelling  schools  and  debating  societies  where  the  parents, 
as  well  as  the  young  people,  took  part.  In  one  of 
these  debates,  when  he  was  about  fourteen,  he  and  his 
father  were  pitted  against  each  other  and  a  neighbor, 
to  tease  the  father,  said  in  his  hearing,  "  Stan  beat 
his  dad,"  which  seemed  to  trouble  his  father  at  the 
time. 

He  declaimed  many  a  dramatic  piece  from  the  old 
Sargent  Speaker;  was  good  at  writing  compositions, 
and  was  a  regular  patron  of  the  town,  the  tannery,  and 
the  Sunday  School  libraries. 

The  influence  of  the  mother  upon  her  sons  has  been 
noted  often  in  biographical  pages,  but  in  young  Hall's 
case  the  father  played  a  no  less  important  part.  He 
was  deeply  interested  in  the  welfare  of  his  children  and 
in  this  home  certainly  the  father  did  his  part  in  helping 
and  inspiring  them.  The  father  was  law  and  the 
mother  gospel  in  this  home,  and  if  the  children  linger 
a  little  more  lovingly  in  their  thought  of  the  "  gospel," 
later  judgment  has  shown  them  also  the  beauty  of 
the  "  law." 

The  father  delighted  to  teach.  He  taught  his  two 
boys  to  play  the  violin  as  soon  as  they  could  hold  the 
instrument.  He  would  accompany  his  wife's  soprano 
voice  by  singing  the  bass  part  while  playing  the  tenor 
on  the  violin  as  they  rendered  the  evening  hymn. 
He  gave  the  children  their  first  lessons  in  oratory, 
placing  the  feet  just  right,  making  gestures  according 
to  rule,  showing  them  how  and  when  to  rise  and  ad- 


18  G.    STANLEY    HALL 

dress  the  chair,  etc.,  while  the  mother  acted  as  the 
"  committee  of  decision."  As  the  boys  grew  older  he 
would  discuss  with  them  public  men  and  events. 
They  cut  out  shingles  to  represent  Tom  Benton  and 
Stephen  A.  Douglas,  stuck  them  up  in  the  barn  and 
fired  at  them  with  their  crossbows.  When  Stanley 
was  eleven  years  old,  his  father  was  elected  to  the 
State  Legislature.  The  letters  he  wrote  home  from 
Boston  were  read  aloud  and  discussed  by  the  entire 
family.  Later  he  taught  them  something  of  natural 
philosophy,  about  steam,  thunder  storms,  heat,  sound 
waves,  etc. 

Each  member  of  the  family  kept  a  little  journal  and 
these  were  read  aloud  on  Saturday  nights,  the  mother 
commenting  freely  on  the  children's  behavior  during 
the  week.  They  also  conducted  a  manuscript  paper, 
the  "  Cottage  Weekly  News,"  to  which  each  contrib- 
uted something,  if  only  an  advertisement  of  some  lost 
article.  The  daughter,  Julina,  was  editor  of  this  paper. 

The  mother  saw  to  it  that  the  minor  graces  were 
not  neglected  and  taught  her  children  how  to  enter  a 
room  properly,  to  greet  people,  to  introduce  strangers, 
the  proper  way  to  pass  a  book  or  to  pick  up  a  handker- 
chief, how  to  salute  people  on  the  street,  and  the 
many  little  graces  now  too  often  neglected  in  the 
home.  This  worthy  couple  evidently  felt  the  responsi- 
bilities of  parenthood  and  their  children  were  most 
fortunate  in  having  such  excellent  masters  during  the 
impressionable  years  of  childhood. 

The  boy  must  have  been  well  instructed  in  litera- 


BOYHOOD  AND  EARLY  YEARS    19 

ture  for  his  age,  for  he  tells  us  in  his  "  Note  on  Early 
Memories  "  that  on  the  farm  where  he  spent  most 
of  his  time  from  the  age  of  two  and  a  half  to  eleven 
and  a  half. 

"A  dark  closet  with  no  windows  always  seemed  a 
little  awful,  because  it  was  associated  with  Bluebeard, 
who  here  slew  his  wife  amidst  a  lot  of  dead  ones. 
A  spot  near  an  elm  in  the  pasture,  otherwise  unmarked, 
was  where  the  demon  in  the  Arabian  Nights  escaped 
from  the  bottle.  A  steep  acclivity  in  the  mow  land 
with  rocks  and  scrub  trees  was  Bunyan's  '  Hill  of 
Difficulty,'  and  a  boggy  place  in  the  cowpath  was  the 
'  Slough  of  Despond.'  Moses  lay  amid  the  bulrushes 
behind  the  willows  just  below  the  dam.  Under- 
standing that  an  altar  was  a  large  pile  of  stones, 
I  pictured  Abraham  about  to  slay  Isaac  near  one  in 
the  east  lot,  and  no  experience  of  my  real  life  is  more 
vividly  associated  with  that  spot.  Not  seeing  very 
many  pictures,  I  made  them,  and  the  features  of  this 
farm  were  the  scenic  background  and  setting  for  many 
an  incident  and  story.  Everything  read  to  me  was 
automatically  located.  Mrs.  Southworth's  stories, 
which  I  conned  furtively  in  '  The  Ledger,'  all  seemed 
to  have  been  laid  out  on  this  farm,  with  the  addition 
of  a  few  castles,  palaces,  underground  passages,  dun- 
geons, keeps,  etc.  In  a  school  composition,  I  paro- 
died Addison's  '  Temple  of  Fame,'  using  local  person- 
ages and  events,  and  there  it  still  stands  in  all  its 
dazzling  marble  magnificence,  with  its  spires,  bright 
shining  steps,  streaming  banners,  minarets,  massive 
columns,  and  a  row  of  altars  within,  on  a  hill  in  our 
pasture,  which  in  fact  is  drearily  overgrown  with 
mullen  and  brakes.  The  '  Sleeping  Beauty '  was  just 
behind  a  clump  of  hemlocks.  Under  a  black  rock  in 


20  G.    STANLEY    HALL 

the  woods  was  where  the  gnomes  went  in  and  out 
from  the  center  of  the  earth.  My  mother  told  me 
tales  from  Shakespeare  and  I  built  a  Rosalind's  bower 
of  willow;  located  Prospero's  rock  and  Caliban's  den. 
Oberon  lived  out  in  the  meadow  in  the  summer,  but 
could  only  be  seen  by  twilight  or  in  the  morning 
before  I  got  up.  There  was  a  hollow  maple  tree 
where  I  fancied  monkeys  lived,  and  I  took  pleasure 
in  looking  for  them  there. 

"After  a  gun  was  given  me,  I  peopled  all  the  brush 
and  trees  with  small  and  even  large  game.  One  spot 
of  brush  was  a  jungle,  going  past  which  I  held  my 
weapon  ready  to  shoot  a  tiger  quick,  if  he  should 
spring  out  suddenly  at  me.  On  one  tree  I  once  saw 
a  hawk,  which  I  fired  at  from  an  impossible  distance, 
and  toward  which  I  always  stole  up  for  years  after, 
hoping  to  find  the  same  hawk,  or  if  not  that,  an  eagle, 
or  just  possible  the  great  roc  itself.  This  gun  was 
perhaps  the  most  effective  stimulus  of  the  imagina- 
tion I  ever  had,  for  it  peopled  the  whole  region  about 
with  catamounts,  wolves,  bears,  lynxes,  wild  cats, 
and  a  whole  menagerie  of  larger  animals;  made  me 
the  hero  of  many  a  fancied  but  thrilling  story;  took 
me  over  a  very  much  wider  area  of  territory  and  helped 
a  sort  of  adventurous  exploring  trait  of  mind,  which  I 
think  on  the  whole  may  be  favorable  to  originality 
and  independence.  Moreover,  it  gave  me  some  knowl- 
edge of  animals  and  their  ways,  prompted  me  to  make 
a  trunkful  of  stuffed  and  otherwise  prepared  collec- 
tions of  the  meagre  fauna  of  that  region,  and  although 
it  perhaps  did  not  teach  me  much  natural  history,  it 
gave  me  what  was  better  for  that  stage — a  deep  sym- 
pathy with  and  interest  in  animals  and  all  their  ways, 
which  now  quickens  my  interest  in  the  psychology  of 
instinct.  Although  it  aroused  a  passion  for  killing, 


BOYHOOD  AND  EARLY  YEARS    21 

which  is  anything  but  commendable,  it  may  have 
stimulated  the  very  strong  reaction  of  later  years, 
which  now  makes  it  almost  impossible  for  me  to  give 
pain  to  any  animal." 

"  Near  the  dawn  of  adolescence,  the  spring  after  I 
was  fourteen,  I  conceived  it  would  be  vastly  fine  to 
write  my  own  life,  and  this  was  spun  out  to  some  forty 
pages  of  foolscap.  It  is  fullest  on  school  life  and 
events.  Nearly  every  term  of  the  preceding  eight 
years  of  school  life  I  had  had  a  different  teacher,  over 
twenty  in  all,  and  each  of  these  is  described  and  in 
order.  This  convinces  me  that  a  great  body  of  details 
of  early  life  remembered  at  fourteen  lapse  later,  for  I 
could  not  now  recall  even  the  names  of  all  these  teachers, 
still  less  their  order.  Most  of  the  leading  events  bring 
up  a  sense  of  recollection,  but  nearly  all  the  minor  ones 
have  been  swept  away  in  the  stream  of  time.  At  this 
age,  too,  being  an  ardent  admirer  of  Silvanus  Cobb 
and  Mrs.  Southworth,  I  wrote  a  story  of  some  eighty 
large  pages  and  in  ten  chapters.  This  was  read  with 
what  I  was  led  to  understand  was  the  most  eager 
interest,  chapter  by  chapter,  by  a  younger  girl  cousin, 
but  by  no  one  else.  I  have  made  several  attempts  to 
read  it  morning  and  night,  when  rested  and  fatigued, 
but  it  absolutely  will  not  read,  and  my  mind  balks  at 
early  stages  and  I  have  not  yet  been  able  to  get  half 
through  it.  This  same  year  I  also  made  an  inventory 
of  all  my  secular  music  and  catalogued  eighty-seven 
pieces  that  I  could  either  sing,  play,  or  both;  but  the 
tragic  pity  of  it  all  is  the  quality.  Of  most  of  these 
pieces  I  could  now  whistle  or  strum  the  air,  in  some 
the  rhythm  seems  intact,  but  the  words  are  in  various 
stages  of  decadence.  Especially  do  I  recall  the  secret 
day  dreams  I  had  of  being  a  great  musician,  orator, 
literary  man,  poet,  etc.  Strongest  and  perhaps  most 


G.    STANLEY    HALL 

vividly  remembered  in  all  this  group  is  the  perfect 
craze  for  clog  dancing  and  its  various  steps  and  shuffles, 
together  with  playing  on  the  bones." 

Those  who  remember  him  at  this  period  of  his  life 
fail  to  recall  any  particular  traits.  They  say  he  was 
pretty  much  like  other  boys;  never  seemed  to  care  for 
girls,  was  a  good  deal  of  a  tease,  and  not  over  fond  of 
hard  work.  He  evidently  came  honestly  by  his 
teasing  propensity  as  he  himself  says  that  while  he 
lived  with  his  grandparents  and  unmarried  uncles 
and  aunts,  the  aunts  being  school  teachers,  prodded 
him  unmercifully  about  his  studies  in  the  evenings  and 
the  uncles  lost  no  opportunity  to  play  practical  jokes 
upon  him,  "  which  they  always  seemed  to  me  to  lie 
awake  nights  to  think  up." 

At  ten  he  was  flogged  by  his  father  for  throwing 
stones  through  the  windows  of  an  unoccupied  house 
and  at  fourteen  he  mortified  the  entire  family  when  the 
minister  paused  in  his  sermon  to  reprimand  him  and 
some  other  boys  for  whispering  and  playing  in  church. 
It  was  the  son  of  this  same  clergyman  who  taught  him 
to  play  euchre  over  the  horse  sheds  on  Sunday  between 
the  services. 

At  six  he  took  up  the  violin  and  learned  to  play  fairly 
well.  He  still  treasures  his  Stephens  violin,  for  which 
he  was  offered  another  instrument  and  $250  in  cash  a 
few  years  ago — but  he  rarely,  if  ever,  plays  now.  At 
twelve  he  learned  to  play  the  piano,  but  he  says  he 
really  never  had  any  musical  gift,  his  hands  were  clumsy 
and  he  never  learned  to  read  music  well,  although  he 


BOYHOOD  AND  EARLY  YEARS     23 

took  lessons  of  a  local  organist  for  some  years  and  partly 
supported  himself  by  playing  the  organ  in  a  mission 
church  years  later  while  a  student  at  the  Union  Theo- 
logical Seminary  in  New  York. 

At  the  age  of  fourteen  the  farm  life  began  to  pall 
upon  him  and  an  interesting  case  of  pubescent  revolt 
took  place  one  Sunday  afternoon.  He  had  climbed 
to  the  top  of  Mount  Owen,  a  bald  eminence  1,500  feet 
high  about  two  miles  from  the  house,  where  he  gazed 
around  upon  the  surrounding  country,  and,  touched 
perhaps  by  the  solitude  and  the  grandeur  of  the  spot 
to  his  youthful  eyes,  he  was  worked  up  into  a  "  Jeffreys- 
like  frenzy,"  in  which  he  vowed  to  himself  he  would 
not  be  a  farmer,  but  would  amount  to  something  in 
the  world.  He  stamped  about,  storming  and  declaring 
that  he  would  leave  it  all  and  go  out  into  a  larger  and 
fuller  life.  The  restraints  of  the  farm  and  its  uncon- 
genial labor  seemed  absolutely  intolerable.  He  threw 
himself  face  down  upon  the  grass,  where  he  remained 
for  an  hour  or  more,  finally  registering  a  vow  not  to 
visit  that  mountain  again  until  he  had  made  a  name 
for  himself  in  the  great  world.  He  has  kept  his  vow, 
although  there  have  been  times  when  he  has  been  hard 
pressed  in  his  later  years  to  account  for  his  refusal  to 
join  some  party  in  the  ascent.  He  says  his  modesty 
will  not  allow  him  to  go  there  yet. 

He  describes  this  experience  in  his  "  Note  on  Early 
Memories." 

"Another  chapter  might  be  written  on  hill  ex- 
periences. One  distant  summit  I  had  never  climbed 


24  G.    STANLEY    HALL 

since  one  day  in  the  early  teens,  when  I  had  spent  a 
good  part  of  a  whole  Sunday  there  alone  trying  to 
sum  myself  up;  gauge  my  good  and  bad  points  till  I 
found  I  had  been  keyed  up  to  a  kind  of  Jeffrey  rage, 
and  walked  back  and  forth  vowing  aloud  that  I  would 
overcome  many  real  and  fancied  obstacles  and  do  and 
be  something  in  the  world.  It  was  resolve,  vow, 
prayer,  idealization,  life  plan,  all  in  a  jumble,  but  it 
was  an  experience  that  has  always  stood  out  so  prom- 
inently in  the  memory  that  I  found  this  revisitation 
solemn  and  almost  sacramental.  Something  certainly 
took  place  in  my  soul  then,  although  probably  it  was 
of  less  consequence  than  I  thought  for  a  long  time 
afterward.  My  resolve  to  go  to  college,  however,  was 
clenched  then  and  there,  and  that  hill  will  always 
remain  my  Pisgah  and  Moriah  in  one." 

When  the  son  decided  that  he  wanted  to  go  to 
college,  the  father  was  grieved  at  heart,  for  he  had 
added  to  the  size  of  his  farm  and  felt  that  it  would 
be  a  heavy  loss  if  his  son  went  away,  but  the  mother 
always  encouraged  the  idea  as  it  was  her  dearest  wish 
that  her  son  should  enter  the  ministry,  and  as  that 
was  the  only  kind  of  eminence  the  boy  knew  he  fell 
in  with  her  views.  The  father's  opposition  was  finally 
overcome  and  the  lad  was  sent  to  Williston  Seminary, 
at  Easthampton,  to  prepare  for  college.  When  this 
decision  was  made  known  there  were  the  usual  village 
gossips  who  declared  that  "Stan"  was  going  to  col- 
lege because  he  was  "  too  durned  lazy  to  work  on  the 
farm."  They  decided  the  father  and  mother  were 
"  stuck  up;"  they  were  "come-outers"  because  they 
had  tried  to  give  themselves  an  education,  and  failing 


AT    THE    AGE    OF    FOURTEEN 


BOYHOOD  AND  EARLY  YEARS     25 

in  that  they  were  ready  to  make  foolish  sacrifices  for 
their  children.  Three  years  later  the  younger  brother, 
Robert,  the  mother's  favorite,  nearly  broke  the  father's 
heart  when  he,  too,  insisted  upon  leaving  the  farm  to 
prepare  for  the  ministry.  Robert  followed  his  brother 
Stanley  to  Williams  College  in  1866,  and  graduated 
in  the  class  of  1870.  His  first  charge  was  at  Wolfboro, 
N.  H.  Later  he  was  called  to  Cambridgeport,  Mass., 
where  he  died,  Nov.  2,  1876,  leaving  a  widow  and  one 
daughter,  now  Mrs.  Henry  R.  Plimpton,  2nd,  of 
Newton  Centre,  Mass. 

At  the  age  of  seventeen,  Stanley  taught  a  district 
school  in  Ashfield  for  a  ten-weeks'  term.  Several  of 
the  pupils  were  older  than  he  and  some  had  been  his 
schoolmates  at  the  Academy.  However,  all  went  well 
and  he  was  voted  a  good  fellow  and  not  "  stuck  up." 
During  this  period  he  boarded  around,  so  many  nights 
to  a  scholar,  sleeping  in  the  cold  "  parlor  bed,"  some- 
times wading  a  mile  through  deep  snow  to  find  that 
the  boy  whose  duty  it  was  to  start  the  school  fire  had 
not  shown  up,  so  the  teacher  had  to  build  the  fire  and 
sweep  the  school  floor.  Dinner  was  often  eaten  at 
the  school  and  on  returning  to  his  boarding  place  he 
would  help  the  children,  after  the  evening  meal,  to 
prepare  their  lessons  for  the  next  day.  The  teacher 
of  that  date  was  held  in  high  esteem  and  was  often 
called  into  the  family  council  to  advise  in  many  a 
matter  of  some  delicacy.  Young  Hall  seems  to  have 
acted  in  this  advisory  capacity  to  an  almost  remark- 
able extent  for  one  of  his  years.  Perhaps  we  have 


26  G.    STANLEY    HALL 

here  the  beginning  of  his  faculty  for  inspiring  confi- 
dences which  became  so  notable  in  later  years  that 
people  in  all  walks  of  life  seemed  to  have  an  irresistible 
impulse  to  pour  their  inmost  thoughts  into  his  ear,  and 
ask  his  advice  on  subjects  most  foreign  to  his  training 
or  interests. 

One  of  his  pupils  at  this  time  was  a  certain  Mary 
Clark,  older  than  he,  who,  on  being  sent  to  the  board 
to  do  a  sum  wrote  a  lot  of  nonsense  on  the  black- 
board. At  first  he  thought  it  was  a  case  of  insubor- 
dination and  scolded  her,  but  later  he  learned  from 
her  family  that  it  was  mediumistic  power.  She  after- 
wards went  into  a  trance  and  wrote  him  a  letter  pur- 
porting to  be  from  a  dead  aunt.  Here  we  see  the 
beginning  of  that  interest  in  "Psychical  Research" 
which  was  to  claim  a  much  larger  share  of  his  atten- 
tion in  the  years  to  come. 

In  the  fall  of  1863  young  Hall  left  Ashfield  to  enter 
Williams  College  at  Williamstown,  Mass.,  making  a 
good  part  of  the  distance  afoot. 


II 

COLLEGE  AND  SEMINARY 


1863—1868 

College  life  in  New  England  was  very  different  in 
the  sixties  from  that  of  today.  Electives  were  almost 
unknown  and  the  undergraduate  took  about  all  the 
courses  offered  by  the  faculty.  The  life  was  simpler, 
the  number  of  students  much  smaller  and  the  rela- 
tions between  student  and  professor  much  more  per- 
sonal and  intimate.  President  Mark  Hopkins  not 
only  knew  every  student  at  Williams,  but  he  probably 
knew  a  good  deal  about  him — far  more  than  any 
college  president  of  today  can  possibly  know. 

The  Williams  College  records  show  that  Granville 
Stanley  Hall  entered  in  the  class  of  1867.  In  his 
Freshman  year  his  room  was  No.  22,  West  College, 
which  he  shared  with  Edward  J.  Paine  of  Troy,  Pa. 
In  his  Sophomore  year  he  occupied  No.  10,  Kellogg 
Hall,  alone.  In  his  Junior  year  he  shared  No.  24, 
East  College,  with  Daniel  Mahlon  Priest  of  Peru,  Vt. 
In  his  Senior  year  he  and  his  brother  Robert  occu- 
pied the  room  in  the  chapel  tower,  and  to  them  fell 
the  duty  of  ringing  the  chapel  bell. 

Hall  joined  the  Alpha  Delta  Phi,  a  literary  frater- 
nity, in  his  Freshman  year  as  one  of  a  delegation  of 
six  from  his  class,  the  other  members  being  Hand, 
Harman,  Mabie,  Stetson,  and  West.  His  name  is  not 


28  G.    STANLEY    HALL 

included  in  the  honor  list  of  scholars  which  was  issued 
for  the  class  of  1867  after  the  biennial  examinations 
were  taken  in  1865.  There  are  twenty-five  names  in 
the  list  and  the  fact  that  his  name  does  not  appear 
there  implies  that  he  ranks  below  the  middle  of  his 
class  at  that  time.  At  the  end  of  his  course,  he  was 
made  a  member  of  the  Phi  Beta  Kappa  fraternity  and 
he  delivered  an  oration  entitled  "  Charity  and  Liber- 
ality "  at  the  Commencement  of  his  class.  This 
leads  one  to  infer  that  his  scholarship  was  much  better 
during  the  latter  two  years  than  in  the  earlier  two  of 
the  course.  Perhaps  the  fact  that  he  was  out  of 
College  during  a  part  of  his  second  winter  term  accounts 
for  this.  On  Class  Day,  June  27,  1867,  he  delivered  a 
poem  entitled  "  Philanthropy  "  as  the  class  poet  of 
that  year.  As  the  President,  Orator,  and  Poet  of  the 
class  were  regarded  as  their  three  most  distinguished 
men,  young  Hall  must  have  stood  well  in  his  class  at 
the  time  of  graduation. 

In  his  Junior  year  he  became  one  of  the  five  editors 
of  the  Williams  Quarterly.  None  of  the  articles  ap- 
pearing in  the  Quarterly  at  that  time  were  signed,  but 
from  marked  copies  now  in  Dr.  Hall's  possession  he 
seems  to  have  contributed  freely  both  in  prose  and 
verse. 

In  his  Sophomore  year  he  was  one  of  four  members 
of  his  class  chosen  to  participate  in  the  prize  rhetorical 
exhibition  known  as  the  "  Moonlights."  He  seems  to 
have  joined  the  Philotechnian  Society,  a  debating  club, 
early  in  his  course,  and  represented  that  society  in  the 


COLLEGE    AND    SEMINARY  29 

annual  Adelphic  Union  debate  of  October  17,  1866,  by 
speaking  as  one  of  the  three  members  in  support  of 
the  affirmative  on  the  question  "  Resolved,  that  the 
sections  lately  in  rebellion  should  be  treated  as  Ter- 
ritories rather  than  States."  This  debate  was  one  of 
the  great  occasions  of  the  college  year.  During  his 
Senior  year,  he  served  as  President  of  the  Philotech- 
nian  Society,  in  the  fourth  quarter  of  the  year. 

He  was  a  member  of  the  Mills  Theological  Society 
in  the  Sophomore,  Junior  and  Senior  years  and  was 
Vice-president  during  the  second  term  in  his  Senior 
year.  In  his  Junior  year  he  was  one  of  the  two  com- 
posing the  Library  Committee  of  the  Philotechnian 
Society  and  in  his  Junior  and  Senior  years  he  was  a 
member  of  the  Lyceum  of  Natural  History,  which  in- 
cluded fifteen  members  from  each  class  and  was  estab- 
lished to  study  and  promote  the  welfare  of  natural 
history  in  the  college.  He  was  also  a  member  of  the 
Williams  Art  Association  in  his  Junior  year. 

Of  the  fifteen  members  of  the  class  of  '67  who 
formed  the  "  Williams  Amateur  Serenaders,"  young 
Hall  was  one  of  the  four  who  sang  second  bass.  In 
the  Sophomore  year  the  Serenaders  became  the 
"  Euterpean  Music  Society,"  and  he  still  sang  the 
second  bass  part  with  three  others.  His  name  does 
not  appear  among  the  members  of  the  larger  musical 
organization,  the  "  Williams  Instrumental  and  Glee 
Club." 

He  does  not  seem  to  have  been  keenly  interested  in 
athletics  in  his  college  days  for,  while  his  name  appears 


30  G.    STANLEY    HALL 

as  one  of  the  three  directors  of  the  "  Williams  Wicket 
Club  of  '67,"  it  does  not  appear  among  the  109  men 
who  participated  as  members  in  one  or  other  of  the 
baseball  clubs — nor  does  his  name  appear  among  the 
members  of  the  "  Croquet  Club." 

One  other  interest  is  evidenced  by  the  inclusion  of 
his  name  among  the  nineteen  members  of  the  "  Kieser- 
itzky  Chess  Club  "  of  the  class  of  '67.  His  membership 
in  this  club  ran  through  Freshman,  Sophomore  and 
Junior  years.  In  his  Senior  year  it  was  no  longer  in 
existence. 

On  entering  college,  Hall  gave  his  "  probable  pro- 
fession "  as  the  ministry.  It  may  be  interesting  to 
note  that  of  the  fifty  men  listed  as  permanently  in  the 
class  of  1867,  the  intended  professions  indicated  while 
in  college  are:  Law,  15;  ministry,  10;  medicine,  8; 
business,  4;  teaching,  3;  manufacturing,  2;  civil 
engineering,  1 ;  undecided,  7.  The  average  age  of  the 
class  at  graduation  was  22  years,  8  months,  28  days. 
The  oldest  member  being  29  years,  4  months,  4  days; 
the  youngest,  19  years,  11  months,  3  days. 

In  these  days  when  the  "  increase  "  in  the  cost  of 
living  occupies  so  much  attention  it  is  interesting  to 
note  the  rapid  rise  in  expenses  at  Williams  between 
the  years  1863  and  1867,  due,  no  doubt,  to  the  enormous 
drain  of  the  Civil  War.  In  1863  the  tuition  fee  was 
$36.00;  room  rent  $9.00;  library  charges,  ordinary 
repairs,  etc.,  from  $6.00  to  $7.50  for  the  year.  Board 
ranged  from  $2.00  to  $3.00  a  week;  washing  from 
$6.00  to  $10.50  a  year;  fuel  and  light,  from  $8.00  to 


COLLEGE    AND    SEMINARY  31 

$10.00  a  year.  In  1867  the  rates  had  risen  to  $45.00 
a  year  for  tuition;  library  charges,  etc.,  $10.00  to 
$12.00  a  year;  board  $3.00  to  $5.50  a  week;  washing 
$10.00  to  $15.00  a  year;  fuel  and  light  $13.00  to 
$19.00  a  year.  While  the  total  estimated  expense  for 
the  items  mentioned  is  given  in  the  college  catalogue  as 
ranging  from  $132.75  to  $190.00  at  the  time  Hall 
entered  college,  prices  had  increased  so  rapidly  that 
when  he  graduated  the  figures  given  in  the  catalogue 
as  the  estimated  expenses  for  the  same  items  are, 
from  $204.00  to  $314.50. 

The  eight  weeks'  winter  vacation  then  customary  at 
most  New  England  colleges,  which  allowed  the  poorer 
students  an  opportunity  to  earn  a  little  money,  was 
spent  by  young  Hall,  in  his  Sophomore  year,  in  teach- 
ing at  the  Chapel  School  in  his  native  town.  Among 
his  scholars  were  three  young  men,  older  and  larger 
than  he,  who  gave  him  considerable  trouble.  One  of 
the  three  made  himself  particularly  obnoxious  by 
chewing  tobacco  and  spitting  on  one  of  the  back 
seats.  After  putting  up  with  this  for  some  little  time 
Hall  decided  that  he  had  better  bring  matters  to  a 
head  without  further  delay.  So  on  his  way  to  school 
one  morning  he  cut  a  stick  suitable  for  his  purpose 
and  when  the  scholars  were  assembled  he  requested 
the  tobacco  chewer  to  stop  the  practice  in  school. 
Receiving  a  surly  reply  he  locked  the  schoolroom  door, 
dragged  the  young  fellow  out  of  his  seat  and  gave  him 
a  sound  thrashing,  amid  the  shrieks  of  the  girl  students. 
That  night  he  tramped  four  miles  to  the  home  of  the 


32  G.    STANLEY    HALL 

school  committeeman  to  ask  his  support  in  preserving 
discipline  and  to  insist  upon  the  expulsion  of  the 
refractory  student  until  he  should  apologize  and  prom- 
ise to  chew  no  more  in  school.  At  first  the  committee- 
man  demurred,  but  finally  Hall  got  his  promise  of 
support.  After  remaining  away  from  school  a  few 
days,  the  young  man  returned,  made  the  required 
apology  and  gave  no  further  trouble.  Indeed,  the  two 
became  quite  good  friends  and  now  when  they  meet 
often  enjoy  a  hearty  laugh  over  this  early  episode. 

Here  also  he  had  as  pupils  twin  sisters  who  resem- 
bled each  other  so  closely  that  he  could  not  tell  them 
apart,  which  not  only  annoyed  him  but  caused  much 
merriment  in  school.  He  requested  them  to  wear 
different  colored  ribbons  in  their  hair — one  blue  and 
the  other  pink — in  order  that  he  might  distinguish 
them.  But  he  always  had  a  suspicion  that  they  ex- 
changed ribbons  at  times  and  that  the  class  was  con- 
scious of  the  fact. 

One  evening  he  was  asked  to  care  for  the  sleep- 
ing infant  of  the  family  where  he  boarded  while 
the  parents  went  off  to  a  dance.  The  child  woke  up 
and  he  tried  to  put  it  to  sleep  again  by  playing  upon 
the  man's  big  bass  viol  that  stood  in  the  corner  of  the 
room.  One  wonders  whether  it  was  upon  this  occa- 
sion that  he  first  became  interested  in  child  study. 

In  August,  1864,  he  opened  and  conducted  for 
eleven  weeks  a  "  select "  school  in  a  hired  hall  in  the 
town  of  Cummington,  where  the  students  all  paid 
tuition.  Here  he  had  a  settled  boarding  place  and 


COLLEGE    AND    SEMINARY  33 

paid  for  his  board.  The  circular  he  issued,  advertising 
the  course,  was  dated  Williams  College,  August  4, 
1864,  and  reads: 

The  fall  term  of  the  select  school  in  East  Cummington  will  com- 
mence Wednesday,  August  24,  and  continue  eleven  weeks,  in  the 
Hotel  Hall,  under  the  instruction  of  G.  Stanley  Hall,  of  Ashfield. 
Rates  of  tuition  as  follows: 

Common  English  Branches    $4.00 

Higher  English  and  Classics  4 . 50 

The  patronage  of  the  public  is  respectfully  solicited. 

The  experiment  netted  him  $30.00  in  cash.  One  of 
his  Cummington  pupils  was  Worcester  Warner  (now 
of  the  Warner  and  Swasey  Co.,  Cleveland,  Ohio) 
whom  Hall  declares  to  have  been  in  some  respects 
ahead  of  his  teacher. 

With  one  son  in  college  and  another  preparing  for 
it,  the  home  family  found  their  finances  running  low,  and 
our  young  collegian,  no  doubt,  received  many  a  note 
urging  the  need  of  economy.  At  one  time  he  tried  to 
make  a  little  money  by  running  the  Alpha  Delta  Phi 
boarding  club.  He  made  some  money,  but  ran  the 
price  of  board  up  so  high  that  the  members  elected  a 
new  manager.  In  his  Senior  year  he  applied  for  the 
position  of  chapel  bell  ringer.  This  he  secured,  but 
he  himself  says  he  lost  it  because  of  neglect  to  ring 
the  bell  at  the  proper  times. 

Revivals  were  held  in  college  every  spring  at  one 
of  which,  urged  by  zealous  seniors,  he  arose  and  asked 
for  prayers.  Finally,  thinking  himself  converted,  he 
joined  the  College  Church,  to  the  great  joy  of  his 
mother.  He  had  one  serious  illness  during  his  college 


34  G.    STANLEY    HALL 

course — an  attack  of  dysentery — when  his  mother 
hastened  to  Williamstown  to  nurse  him.  When  he 
was  in  condition  to  be  moved,  he  was  taken  home  by 
easy  stages  on  a  stretcher.  Speaking  of  his  college 
days,  Dr.  Hall  once  said, 

"  I  was  one  of  the  leaders  of  a  successful  college 
revolt  in  the  Freshman  year  because  Carter  had  as- 
signed longer  Latin  lessons  than  the  marking  of  the 
old  books  showed  to  be  traditional. 

"  Unlike  so  many  of  my  classmates,  I  had  no  out- 
side social  relations  during  my  college  life,  and  think 
I  did  not  know  a  town  girl  to  speak  to.  As  a  young 
man  I  had  an  almost  morbid  bashfulness  and  almost 
shunned  girls.  I  did,  however,  teach  a  Sunday  School 
class  the  last  two  years  in  a  factory  village  at  Black- 
ington,  where  I  made  several  pleasant  acquaintances. 
When  I  left,  the  class  presented  me  with  a  big  morocco 
covered  Bible  with  all  their  names  in  it,  which  I  still 
value.  Science  at  college  was  at  a  rather  low  ebb.  We 
had  but  little  chemistry  and  not  very  much  biology 
(under  Chadbourne),  but  the  great  thing  was  to  work 
with  Mark  Hopkins  in  the  Senior  year.  Here,  I  think, 
I  was  rather  expected  by  my  classmates  to  shine,  but 
did  not.  Prex  thought  me  rather  too  heterodox.  I 
had  read  enthusiastically  John  Stuart  Mill,  and  wrote 
one  of  my  most  elaborate  college  articles  on  him  in 
my  Junior  year.  I  did  not  like  Sir  William  Hamilton 
and  was  not  very  much  of  a  believer  in  teleology,  nor 
was  I  satisfied  with  Hopkins'  views,  so  that  a  splendid 
fellow  who  sat  next  me  in  class,  Gimster  by  name  and 
a  Catholic,  won  the  philosophical  oration.  John  Bas- 
com  was  rather  my  favorite  teacher  and  I  think  I 
was  his  favorite  of  my  class.  He  spent  much  time  in 
straining  out  my  thought  and  in  going  over  my  crude 


COLLEGE    AND    SEMINARY  35 

essays  and  in  attacking,  whenever  he  had  a  chance, 
the  views  of  Hopkins — and  I  sided  with  him.  We 
made  many  mountain  day  excursions  together,  espe- 
cially to  Flora's  Glen,  the  traditional  place  where 
Bryant  wrote  his  '  Thanatopsis.'  Many  of  my  aspira- 
tions then  were  to  be  a  poet,  and  the  college  journals 
and  the  literary  meetings  had  a  good  many  illustra- 
tions of  my  enthusiasm  in  that  direction.  Among  my 
intimates  and  society  brethren  were  Francis  Lynde 
Stetson,  who  became  in  later  years  a  famous  lawyer 
and  the  friend  of  Grover  Cleveland  and  J.  P.  Morgan, 
and  Hamilton  Wright  Mabie,  the  editor  and  charming 
essayist." 

Francis  Lynde  Stetson  writes  of  Dr.  Hall  as  follows: 

"  From  the  day  of  his  entrance  to  Williams  College 
in  September,  1863,  Stanley  Hall  impressed  his  class- 
mates with  a  sense  of  his  great  intellectual  weight  and 
worth.  He  was  recognized  as  one  whose  habitual 
thought  was  both  higher  and  deeper  than  that  preva- 
lent with  the  rest  of  us,  though,  in  fairness  it  must  be 
added,  that  his  thought  was  considerably  involved. 
It  was  a  common  saying,  '  When  Stan  gets  to  thinking 
clearly  he  will  think  greatly.'  His  conversation  was 
always  inspiring. 

"  But  over  and  beyond  his  thought  was  his  affec- 
tionate interest  in  his  friends.  His  gentle  gravity  was 
always  fused  with  a  warm  regard  for  all  that  con- 
cerned us. 

"  Hamilton  Mabie  and  I  especially  enjoyed  his  com- 
panionship, which  I  have  missed  much  to  my  regret  in 
later  years.  I  well  recall  the  day  I  first  saw  him,  a 
green  Freshman,  nailing  an  iron  latch  on  the  door  of 
his  room  in  West  College.  I  was  captivated  at  once 
by  his  fine  head  and  his  glorious  eye,  and  returning  to 


36  G.    STANLEY    HALL 

my  room  said  to  Mabie,  '  I  have  seen  a  man.'  In  that 
moment  was  contained  the  promise  of  all  the  noble 
years  that  have  followed." 

As  early  as  his  Sophomore  year  he  had  serious 
doubts  about  the  wisdom  of  going  into  the  ministry. 
He  realized  that  he  felt  no  strong  call  in  that  direction; 
that  he  was  simply  drifting  into  it  and  might  become 
a  commonplace  parson  in  a  country  parish,  or,  worse 
yet,  a  missionary,  for  the  missionary  spirit  was  very 
strong  at  Williams.  Yet  he  was  uncertain  as  to  the 
possibility  of  any  other  career;  that  of  a  professor 
seemed  far  too  exalted  and  utterly  beyond  his  reach, 
although  he  thought  a  good  deal  about  the  possibilities 
of  a  literary  career,  as  his  enthusiasms  and  hardest 
work  lay  in  that  direction.  As  he  had  feared,  he 
drifted,  and  when  he  left  college  there  seemed  nothing 
else  to  do  but  prepare  for  the  ministry. 

In  the  fall  of  1867  he  entered  the  Union  Theological 
Seminary  in  New  York  City  where  he  worked  a  year 
without  much  enthusiasm  save  in  Henry  B.  Smith's 
courses  in  philosophical  theology.  During  this  year 
he  indulged  his  passion  for  the  drama.  He  became 
an  experienced  "  gallery  god,"  seeing  every  sort  of 
play  then  in  vogue  from  the  great  Shakespearean 
revival  under  Edwin  Booth  to  the  Black  Crook,  the 
ballet,  and  the  French  operas.  He  also  dabbled  in  all 
sorts  of  things,  even  to  visiting  systematically  slum 
blocks  on  Saturday  afternoons  for  the  Home  Mission- 
ary Society,  getting  into  close  touch  with  crime  and 
poverty  and  seeing  a  good  deal  of  the  darkest  side  of 


COLLEGE    AND    SEMINARY  37 

human  life  in  a  great  city.  His  old  passion  for  oratory 
led  him  to  the  churches  to  hear  all  the  great  preachers 
and  to  political  and  social  meetings  wherever  a  famous 
speaker  was  to  be  heard.  He  was  not  especially  noted 
for  piety,  nor  was  his  position  in  the  Seminary  strength- 
ened when  upon  preaching  his  trial  sermon — an  ordeal 
each  student  had  to  go  through — it  proved  so  heterodox 
that  saintly  old  Dr.  Skinner,  who  always  invited  the 
students  to  his  home  after  their  trial  sermon  to  criticize 
their  efforts,  instead  of  criticizing  it,  fell  upon  his 
knees  and  prayed  for  the  young  sceptic.  He  often 
went,  with  his  chum,  Mann,  to  hear  Henry  Ward 
Beecher,  who  was  then  in  his  prime  and  who  allowed 
three  of  the  Seminary  students  to  come  to  his  house 
every  few  weeks  for  an  evening  to  talk  over  religious 
matters.  This  somewhat  personal  relation  with  the 
great  preacher  led  to  young  Hall's  joining  Beecher's 
church  by  letter  from  the  College  Church.  In  the 
examination  when  Beecher  asked  him  whether  there 
was  more  in  the  creed  that  he  believed  or  more  that 
he  disbelieved,  Hall  answered  that  he  thought  there 
was  more  that  he  disbelieved.  Beecher  commended 
his  honesty  and  admitted  him.  Later  on,  at  the  insti- 
gation of  Mann's  mother,  who  was  also  a  member  of 
his  church,  Beecher  wrote  Hall  asking  him  to  call  at 
his  house.  When  he  arrived,  Beecher  said  to  him, 
"  Tell  me  frankly,  are  you  not  more  interested  in 
philosophy  than  in  your  theological  studies?  "  On 
receiving  an  affirmative  answer,  Beecher  said,  "  Then 
you  ought  to  go  to  Germany."  The  young  man  ex- 


38  G.    STANLEY    HALL 

plained  that  much  as  he  would  like  to  take  such  a 
step  he  was  entirely  without  means  and  could  not  go. 
Beecher  at  once  wrote  a  note  to  Henry  W.  Sage,  a 
wealthy  merchant  who  was  later  a  great  benefactor  of 
Cornell  University,  and  giving  it  to  Hall  urged  him  to 
lose  no  time  in  presenting  it.  Armed  with  this  intro- 
duction, he  called  upon  Mr.  Sage  and  left  his  office  with 
a  check  for  $500.00  in  his  pocket,  having  given  his  note, 
bearing  interest,  but  payable  at  his  own  convenience. 


Ill 

FOREIGN  STUDY  AND  TRAVEL 


1868-1872.  1878-1880 

In  May,  1868,  less  than  a  year  after  graduating 
from  Williams,  and  when  only  22  years  of  age,  Hall 
left  New  York  on  a  steamer  sailing  for  Rotterdam. 
Landing  at  Rotterdam  he  made  his  way  to  Bonn 
where  he  at  once  entered  the  university,  taking  the 
lectures  of  Bonna  Meyer,  and  Commentator  Lange, 
who  introduced  him  to  his  family  circle.  He  studied 
German  all  summer,  taking  a  six  weeks'  walking  tour 
with  a  young  German.  They  walked  from  Bonn  up 
the  Rhine  through  Switzerland  by  the  Grindelwald 
Glacier,  over  the  spur  of  the  Matterhorn,  and  through 
some  of  the  scenes  made  famous  by  the  legends  of 
William  Tell.  They  stopped  at  night  at  peasant 
houses,  eating  boneklapper  and  black  bread,  and  some- 
times cutting  wood  for  the  peasant  with  whom  they 
lodged.  In  the  fall  he  entered  the  University  of  Berlin. 
Here  he  gave  special  attention  to  the  courses  given  by 
Dorner,  whose  philosophical  theology  he  epitomized 
and  which  later  appeared  in  a  series  of  articles  in  the 
"  Presbyterian  Quarterly  Review."  Although  they 
were  published  with  the  sanction  of  the  editor,  Henry 
B.  Smith,  a  former  student  of  Dorner,  the  latter  crit- 
icised the  accuracy  of  some  points,  yet  was  on  the 
whole  not  displeased. 


40  G.    STANLEY    HALL 

While  in  Berlin  he  lived  with  a  family  by  the  name 
of  Gildmeister.  There  were  four  daughters  in  the 
house  and  several  other  students  boarded  there.  The 
evenings  here  were  spent  in  reading  the  German  clas- 
sics, the  members  of  the  family  and  the  students  all 
taking  part.  He  has  kept  up  his  intimacy  with  the 
family,  visiting  them  on  later  trips  to  the  German 
capital.  Here  again  he  indulged  to  the  utmost  his 
passion  for  the  theatre  and  the  opera. 

In  the  spring  of  1870,  when  the  Franco-Prussian 
war  broke  out,  the  University  closed  early  and  he 
secured  a  position  as  war  correspondent.  His  first 
post  was  at  Stettin  on  the  Baltic,  where  it  was  feared 
the  French  might  attempt  a  landing.  As  this  fear 
proved  groundless,  after  several  weeks  waiting  about 
the  little  fishing  village  of  Heringsdorf,  he  was  sent  to 
the  front  where  he  got  near  enough  to  hear  the  roar 
of  the  artillery  at  Sedan  and  see  the  wounded  brought 
to  the  rear.  His  account  of  the  battle  was  transmitted 
to  Dr.  Jacobs  in  Berlin,  who  represented  a  syndicate 
of  American  newspapers,  and  some  of  it  appeared  in 
the  New  York  Tribune.  The  pay  was  small  and  in  the 
autumn  trained  correspondents  replaced  the  amateurs, 
and  he  returned  to  Berlin  where  he  resumed  his  studies 
at  the  University.  Here  he  became  a  member  of  a 
philosophical  club  which  met  weekly  in  a  restaurant  on 
Sunday  afternoons  to  discuss  philosophy.  The  oldest 
member  was  the  Hegelian  professor  Michelet.  Alt- 
mann  was  also  a  member,  as  were  several  charming 
and  accomplished  older  men.  It  was  here  he  met  Von 


FOREIGN    STUDY    AND    TRAVEL         41 

Hartmann  whom  he  sometimes  accompanied  to  his 
home  after  the  meetings.  Hall  speaks  of  him  in  his 
"  Founders  of  Modern  Psychology "  as  "  the  most 
conspicuous  figure  in  the  philosophical  world  for 
years." 

His  long  stay  in  Germany  gave  his  family  and  friends 
at  home  much  anxiety  as  they  thought  his  career  very 
problematical.  There  seemed  to  be  no  place  for  him 
in  the  academic  world,  yet  he  had  now  fully  decided  to 
devote  himself  to  scientific  work  and  had  definitely 
given  up  all  idea  of  a  career  in  the  church.  He  wrote 
to  several  institutions  applying  for  a  position  in  philos- 
ophy, but  met  with  no  success.  Finally  he  thought  he 
had  secured  a  modest  position  in  logic  and  ethics  at 
the  University  of  Minnesota,  but  this  fell  through  as 
the  President  wrote  him  he  feared  he  was  "  too 
Germanized." 

He  returned  to  New  York  in  1871,  reentering  the 
Union  Theological  Seminary  where  a  few  months  later 
he  took  his  B.D.  degree.  During  the  summer  he  was 
assigned  by  the  American  Missionary  Society  to  a  little 
church  in  Cowdersport,  Pa.,  where  for  about  ten  weeks 
he  acted  as  pastor.  Returning  to  New  York,  he  suc- 
ceeded George  S.  Morris,  who  had  just  been  appointed 
Professor  of  Philosophy  at  the  University  of  Michigan, 
as  resident  tutor  in  the  family  of  Jesse  Seligman,  the 
banker.  The  Seligmans  lived  in  elegant  style  on 
Gramercy  Park  and  his  duties  there  consisted  in  attend- 
ing to  the  studies  of  the  five  children  for  two  hours 
for  five  evenings  in  the  week,  doling  out  their  pocket 


42  G.    STANLEY    HALL 

money,  taking  them  to  the  theatre  or  deciding  when 
and  where  they  might  go,  selecting  schools  for  them  to 
attend,  and  standing  in  loco  parentis  generally.  On 
his  first  evening  in  the  house  he  had  to  punish  one  of 
the  boys,  whose  screams  soon  brought  the  mother  to 
the  room.  It  was  a  crucial  moment  for  both  the  young 
tutor  and  for  the  boy,  but  Mrs.  Seligman  was  a  wise 
woman  and  promptly  informed  her  son  that  he  deserved 
his  punishment  and  must  take  it.  The  authority  of 
the  tutor  was  no  longer  questioned,  and  his  relations 
with  the  family  became  most  cordial.  During  the 
daytime  he  attended  medical  lectures,  read  a  great  deal 
of  the  history  of  German  philosophy  and,  on  the  whole, 
spent  a  most  profitable  year.  He  spent  a  summer  with 
the  family  partly  at  Lake  Mohonk  and  partly  on 
Staten  Island,  met  many  prominent  Jewish  people, 
learned  to  play  billiards,  helped  the  children  with  their 
Hebrew  lessons  and,  finally,  took  the  oldest  son,  Theo- 
dore, to  Harvard  and  entered  the  second  son,  Henry, 
at  New  York  University. 

In  the  spring  of  1872  he  had  a  visit  from  James  K. 
Hosmer,  Professor  of  English  Literature  at  Antioch 
College,  whom  he  had  met  in  Berlin.  Hosmer  had 
just  left  Antioch  to  accept  the  chair  of  English  History 
at  the  University  of  Missouri,  and  urged  his  old  chair 
upon  his  young  friend,  Hall. 

As  the  Antioch  period  is  treated  in  the  next  chapter 
we  must  pass  over  to  the  second  trip  to  Germany, 
in  1878. 

Having  taken  his  degree  of  Doctor  of  Philosophy  at 


FOREIGN    STUDY    AND    TRAVEL         43 

Harvard  in  1878,  and  having  saved  some  money  during 
his  six  years  of  teaching,  he  left  once  more  for  further 
study  in  Germany.  He  went  at  once  to  Berlin  and 
reentered  the  University,  giving  a  good  deal  of  time  to 
the  study  of  physiology,  the  results  of  which  he  em- 
bodied in  two  papers,  one  issued  jointly  with  J.  Von 
Kries,  entitled  "  Ueber  die  Abhangigkeit  der  Reac- 
tionszeiten  vom  Ort  des  Reizes,"  and  the  other,  with 
Hugo  Kronecker,  entitled  "  Die  willkurliche  Muskel- 
action."  During  this  period  he  also  attended  Helm- 
holtz's  lectures.  His  chief  interest,  however,  was  most 
likely  centered  in  the  following  year  at  Leipzig  in  the 
study  of  psychology  under  Wilhelm  Wundt,  who  con- 
siders him  his  most  eminent  pupil.  In  the  introduc- 
tion to  his  "  Founders  of  Modern  Psychology  "  he 
writes  of  his  German  university  experience  as  follows: — 

"  The  period  of  my  stay  abroad  was  one  when 
academic  traditions  in  Germany  favored  more  general 
and  less  acutely  special  studies  than  now.  Indeed,  in 
these  delightful  years,  there  was  almost  no  limit  to 
the  field  over  which  a  curious  student,  especially  if 
he  was  not  working  for  a  degree,  might  roam.  He 
could  indulge  his  most  desultory  intellectual  inclina- 
tions, taste  at  any  spring,  and  touch  any  topic  in  the 
most  superficial  way  in  his  effort  to  orient  himself. 
He  could  take  the  widest  periscope,  and,  especially  if 
an  American,  he  was  allowed  to  drop  into  almost  any- 
thing to  his  heart's  content,  so  that  there  were  others 
besides  myself  who  yielded  to  the  charm  of  spending 
much  of  each  day  in  the  lecture  rooms,  hearing  often 
very  elaborate  experimental  and  demonstrational  in- 
troductory courses,  most  of  them  five  hours  a  week. 


44  G.    STANLEY    HALL 

Fresh  from  the  narrow,  formal,  rather  dry  curriculum 
of  a  denominational  American  college,  the  stimulus 
and  exhilaration  of  this  liberty  of  hearing  was  great. 
During  the  first  triennium,  besides  the  more  stated 
work,  I  took  the  complete  course  of  Dorner  in  theology, 
translating  my  notes  afterward,  attended  Trendelen- 
burg's  seminary  on  Aristotle,  heard  Delitzsch's  biblical 
psychology,  logical  courses  by  Lasson,  recent  psychol- 
ogy by  Pfleiderer,  comparative  religion  by  Lazarus. 
I  even  tried  to  follow  the  venerable  Hegelian  Michelet, 
Drobitsch,  the  Nestor,  and  Strumpell,  the  more  poetic 
expositor  of  Herbartianism,  and  took  Kirschmann's 
courses.  I  heard  much  more  of  these  men  in  the 
weekly  philosophical  club,  and  dropped  in  occasionally 
to  about  all  the  courses  that  my  friends  among  the 
students  were  taking.  I  attended  full  courses  each 
in  chemistry  by  Kolbe,  biology  by  Leuckart,  physi- 
ology by  Du  Bois-Reymond  at  Berlin,  and  Ludwig  at 
Leipzig,  anatomy  by  His,  neurology  by  Flechsig, 
Westphal's  clinic  at  the  Charit£,  running  over  later  to 
Paris  for  a  month  to  get  a  glimpse  of  Charcot's  work 
there,  and  to  Vienna  to  sample  Meynert  and  Exner. 
Virchow  and  Bastian  were  both  lecturing  in  anthro- 
pology. Indeed,  we  students  '  dropped  in '  to  almost 
everything — clinics,  seminary,  laboratory,  lecture — 
and  if  we  had  a  goodly  number  of  registrations  in  our 
book,  we  were  practically  unmolested  wherever  we 
went.  Perhaps  all  this  meant  more  distraction  than 
concentration,  but  if  it  was  mental  dissipation,  it  at 
any  rate  left  a  certain  charm  in  memory  and  brought 
a  great  and  sudden  revelation  of  the  magnitude  of  the 
field  of  science." 

In  spite  of  all  this  intensive  work,  he  found  time  to 
write  a  number  of  articles  about  this  time,  chiefly  for 


FOREIGN     STUDY    AND    TRAVEL         45 

the  Nation,  which,  at  the  suggestion  of  Charles  Eliot 
Norton,  were  afterwards  issued  in  book  form  under  the 
title  "Aspects  of  German  Culture."  He  says  he  made 
a  little  money  by  writing  them  as  papers,  but  when 
offered  in  book  form  they  did  not  sell,  and  a  few  years 
later  the  unsold  copies  were  returned  to  him  by  the 
publishers. 

It  was  in  Berlin,  in  1878  that  he  renewed  his  ac- 
quaintance with  Miss  Cornelia  Fisher,  whom  he  had 
first  met  at  the  home  of  President  Hosmer  at  Yellow 
Springs,  Ohio,  and  who  had  been  studying  in  Berlin 
during  the  previous  year.  The  young  people  saw  a 
good  deal  of  each  other  during  the  next  year,  and  were 
finally  married  in  September,  1879.  He  has  described 
the  many  delays  and  annoyances  they  were  subjected 
to  in  a  humorous  article  entitled  "  Getting  Married 
in  Germany,"  which  he  published  anonymously  in  the 
Atlantic  Monthly  and  of  which  he  says,  "  Perhaps  it 
was  a  little  caricatured,  but  we  had  a  good  deal  of 
fun  in  putting  it  together." 

One  short  extract  from  this  paper  may  not  be  out 
of  place  here.  Having  reached  the  inner  office  of  the 
civil  bureau  after  waiting  an  hour  in  the  main  office, 
the  following  conversation  takes  place: — 

"  I  wish  to  get  married  in  the  very  simplest  and 
quickest  way,"  I  said,  presenting  my  passport.  "  Will 
you  please  tell  me  how  to  do  it?  " 

"It  is  extremely  simple,"  said  the  officer.  "  We 
must  have  a  certificate  of  your  birth  (Geburtsschein) 
signed  by  the  burgomaster  of  the  town  in  which  you 


46  G.     STANLEY    HALL 

were  born,  and  with  its  seal,  and  witnessed  in  due 
form.  Your  certificate  of  baptism  (Taufschein)  should 
also  be  sent,  to  guard  against  all  error,  sealed  and  wit- 
nessed by  the  present  pastor  or  the  proper  church 
officers.  These  must  be  presented  here  by  each  of 
the  contracting  parties,  with  their  passports,  as  the 
first  step." 

I  carefully  noted  this,  and  he  proceeded:— 

"  The  parents,  if  living,  should  certify  to  their  knowl- 
edge and  approval  of  the  marriage.  We  must  also 
be  satisfied  that  there  is  no  obstacle,  legal,  moral,  or 
otherwise,  to  it;  whether  either  of  you  have  been 
married  before,  and  if  so  whether  there  are  children 
and  if  so,  their  names  and  ages.  The  parents'  names 
should  be  in  full;  also  their  residence,  occupation,  age, 
and  place  of  birth  should  of  course  be  given  for  record 
here." 

I  begged  for  another  scrap  of  paper  and  made  fur- 
ther notes. 

"  When  we  have  these  here  in  this  desk,"  he  con- 
tinued, patting  fondly  that  piece  of  furniture,  "  then 
either  we  can  publish  the  bans  (Aufgebot)  by  posting 
a  notice  of  your  intention  in  the  Rathhaus  for  fourteen 
days,  or  else  you  can  have  it  printed  in  the  journal  of 
the  place  where  you  reside  in  America,  and  bring  us  a 
copy  here  as  evidence  that  it  has  actually  appeared. 
After  the  expiration  of  this  time  you  can  be  married 
in  this  office." 

"  Must  it  be  here  ?  "  I  queried. 

"  Of  course,"  he  said.  "  This  is  the  only  place 
which  the  law  now  recognizes.  Poor  people  are  con- 
tent with  civil  marriage  only,  but  all  who  move  in 
good  society  go  from  here  to  the  church  for  a  religious 
ceremony." 

"  Is  it  not  possible  to  shorten  the  time  ?  "  I  timidly 


FOREIGN     STUDY    AND    TRAVEL         47 

ventured  to  inquire.  "  We  had  made  all  the  arrange- 
ments for  an  earlier  day,  and  are  seriously  incommoded 
by  the  delay.  I  did  not  know  the  requirements.  It 
takes  four  weeks  to  hear  from  America,  and  then  two 
weeks  more  here,  and — you  do  not,  perhaps,  exactly 
understand,  and  yet  I  hardly  know  how  to  explain. 
But  there  is  really  haste.  We  are  pressed  for  time." 
"  Haste  ?  Pressed  for  time  ?  "  he  repeated.  "  Per- 
haps I  do  not  understand.  I  am  sorry,  but  it  cannot 
possibly  be  sooner.  You  think  we  are  slow  in  Germany. 
True,  but  we  are  sure.  We  require  our  people  to  take 
time  to  think  over  the  matter  beforehand,  and  divorce 
with  us  is  far  from  being  the  easy  matter  I  have  heard 
it  is  in  America." 

The  young  couple  kept  house  for  the  academic  year 
1879-1880,  in  Leipzig,  next  door  to  Fechner.  He 
resumed  his  lecture  course  with  Wundt  and  spent  a 
great  deal  of  time  in  the  physiological  laboratory 
with  Ludwig.  While  the  particular  work  with  Ludwig 
was  negative  of  results,  he  acquired  a  lot  of  laboratory 
technique,  and  did  not  regret  the  time  spent  upon  it. 

Professor  Wilhelm  Wundt,  now  in  his  eighty-second 
year,  writes  under  date  of  November  5,  1913: 

"  Stanley  Hall  was  the  first  to  introduce  experimental 
psychology  into  America,  the  first  to  recognize  its 
significance  for  pedagogy.  That  in  the  year  of  its 
foundation  he  was  one  of  the  co-workers  in  the  Psycho- 
logical Institute  of  Leipzig,  remains  one  of  its  most 
precious  memories." 

Dr.  Hall  was  now  nearly  35  years  old.  He  had 
received  a  training  that  was  very  unusual  in  his  day 


48  G.    STANLEY    HALL 

among  Americans.  With  a  home  life  that  was  almost 
ideal  in  its  Puritan  simplicity;  with  his  undergraduate 
years  spent  at  one  of  the  very  best  of  American  col- 
leges; a  year  of  study  at  the  Union  Theological 
Seminary;  a  year  as  a  private  tutor  in  a  wealthy  and 
refined  family;  six  years  of  teaching,  four  in  one  of 
the  smallest  and  two  in  one  of  the  largest  colleges  in 
the  land;  added  to  all  of  which  nearly  six  years'  study 
in  Germany,  he  had  received  what  may  be  fairly 
summed  up  as  an  ideal  preparation.  As  Dr.  Titch- 
ener  puts  it: — 

"  Six  years  in  Germany,  without  the  haunting  op- 
pression of  the  doctor's  thesis — such  was  Dr.  Hall's 
opportunity,  and  he  made  the  most  of  what  was 
offered.  He  heard  Hegel  from  the  lips  of  Michelet; 
he  sat  with  Paulsen  in  Trendelenburg's  seminary;  he 
undertook  work  of  research  in  Ludwig's  laboratory, 
with  von  Kries  as  partner;  he  experimented  with 
Helmholtz;  he  was  the  first  American  student  in 
Wundt's  newly  founded  laboratory  of  psychology;  he 
discussed  psychophysics  with  Fechner,  the  creator  of 
psychophysics;  he  was  present  at  Heidenhain's  early 
essays  in  hypnotism;  he  attended  those  lavishly 
experimental  lectures  of  Czermak,  where  hecatombs 
of  dogs  were  sacrificed  on  the  altar  of  science  and,  'in 
one  case,  even  a  horse  was  introduced  to  show  heart 
action;'  he  was  informed  by  Zollner  of  the  marvels 
wrought  by  Slade,  and  later  he  saw  those  same  marvels 
performed  'at  evening  parties  in  Berlin  by  a  young 
docent  in  physics;'  he  followed  courses  in  theology, 
metaphysics,  logic,  ethics,  psychology,  the  philosophy 
of  religion — in  physics,  chemistry,  biology,  physio- 
logy, anatomy,  neurology,  anthropology,  psychiatry; 


FOREIGN    STUDY    AND    TRAVEL         49 

he  frequented  clinic  and  seminary,  laboratory  and 
lecture;  and  he  roamed  afield  as  far  as  Paris  on  the 
west  and  Vienna  on  the  east.  Non  cuuis  homini 
contingit  adire  Corinthum  !  But  Dr.  Hall  made  the 
journey  twice  over,  and  took  his  fill  of  the  intellectual 
feast." 


IV 
ANTIOCH,  HARVARD  AND  JOHNS  HOPKINS 


1872—1878.  1880—1888 
From  the  catalogue  of  1912-1913,   we  find  that 

"Antioch  College  was  founded  in  1852,  and  opened  in 
the  fall  of  1853,  with  Horace  Mann  as  first  president. 
The  college  building  was  dedicated  in  October,  1853, 
and  the  first  graduating  class  was  in  June,  1857.  In 
1859  the  college  was  reorganized  under  new  articles  of 
incorporation. 

"  The  following  aims  have  characterized  the  college 
throughout  its  history:  to  maintain  a  non-sectarian 
college  of  high  rank;  to  offer  equal  opportunities  to 
students  of  both  sexes;  to  develop  a  high  standard  of 
character  and  scholarship.  While  the  college  is  non- 
sectarian,  it  inculcates  Christian  worship  and  Chris- 
tian ethics.  Chapel  services  are  held  daily.  There  are 
no  saloons  in  Yellow  Springs,  which  is  an  important 
thing  in  the  molding  of  the  character  of  the  students. 
Though  not  the  first  college  to  adopt  coeducation, 
Antioch  was  the  first  college  to  place  women  upon  an 
entire  equality  with  men  in  being  allowed  to  take  the 
same  courses  and  to  read  their  essays  on  Commence- 
ment Day. 

"  The  high  character  of  the  instruction  at  Antioch 
is  well  indicated  by  the  type  of  men  who  have  gone 
from  here  to  other  colleges  and  universities.  Among 
others  may  be  mentioned:  Dr.  Thomas  Hill,  who 
went  from  Antioch  to  the  Presidency  of  Harvard 
University;  Professor  W.  C.  Russell,  for  many  years 


ANTIOCH,    HARVARD,    HOPKINS         51 

Vice-President  of  Cornell  University;  Dr.  Edward 
Orton,  President  of  Antioch  in  1872-1876,  and  after- 
wards the  first  President  of  Ohio  State  University;  Presi- 
dent G.  Stanley  Hall,  of  Clark  University;  Professor 
James  K.  Hosmer,  at  Antioch  from  1866  to  1872,  the 
historian  and  for  many  years  Professor  of  History  in 
the  University  of  St.  Louis;  Professor  James  E.  Clark, 
for  many  years  Professor  of  Mathematics  in  Yale 
University;  Professor  S.  C.  Derby,  for  the  past  twenty- 
five  years  Professor  of  Latin  in  Ohio  State  University; 
Professor  E.  W.  Claypole,  who  went  from  Antioch  to 
Buchtel  and  later  to  the  University  of  California; 
Professor  C.  H.  Chandler,  who  went  from  Antioch  to 
Ripon  College;  Dr.  J.  B.  Weston,  late  President  of 
the  Defiance  Theological  School;  Professor  Nicholas 
P.  Gilman,  late  Professor  of  Sociology  in  Meadville 
Theological  School  and  author  of  several  books  on 
social  questions;  Dr.  Frank  H.  Tufts,  late  Professor 
of  Physics  in  Columbia  University;  Dr.  J.  Y.  Bergen, 
the  botanist;  and  Amos  Russell  Wells,  managing 
editor  of  the  '  Christian  Endeavor  World.' 

"Antioch  College  is  situated  at  Yellow  Springs, 
Ohio,  between  the  cities  of  Springfield  and  Xenia, 
about  nine  miles  from  each,  seventy-five  miles  north- 
east of  Cincinnati,  and  fifty  miles  west  of  Columbus. 
Two  daily  trains  each  way  connect  at  Xenia  and 
Springfield,  with  the  large  railway  systems  running 
through  the  State.  The  Xenia  and  Springfield  trac- 
tion line  also  passes  through  Yellow  Springs,  and  within 
a  square  of  the  college  campus.  Yellow  Springs  is 
widely  known  for  the  beauty  of  its  scenery  and  the 
healthfulness  of  its  climate." 

Here,  in  the  fall  of  1872,  young  Hall  assumed  his 
first  professorship,  and  here  he  probably  acquired  that 


52  G.    STANLEY    HALL 

affection  for  the  lecture  room  which  he  will,  no  doubt, 
retain  to  the  end  of  his  days.  He  took  up  his  resi- 
dence with  the  President,  Professor  James  K.  Hos- 
mer's  father,  for  the  first  year.  He  thought  his  quali- 
fications for  teaching  English  rather  poor,  so  he  went 
systematically  to  work  "reading  up"  far  into  the  small 
hours  everything  he  could  lay  his  hands  on  in  Anglo- 
Saxon.  In  spite  of  the  hard  work  he  found  the  life 
with  the  students  extremely  stimulating.  He  often 
speaks  with  enthusiasm  of  a  "picked  lot  of  girls"  who 
did  particularly  well  in  his  classes  in  those  early  days. 

In  the  second  year  he  was  made  Professor  of  Modern 
Languages  and  Literature.  This  was  an  agreeable 
change,  as  he  felt  much  more  at  home  teaching  French 
and  German,  and  reading  standard  authors  and  plays. 
The  modern  languages  left  him  with  more  time  on  his 
hands,  so  that  when  Dr.  Orton,  the  geologist,  was 
elected  to  succeed  President  Hosmer  who  had  taught 
philosophy,  Hall  took  over  the  work  in  that  depart- 
ment. Now  he  had  a  subject  that  appealed  to  him 
and  for  the  rest  of  his  stay  at  Antioch  lie  made  philos- 
ophy his  chief  work.  He  read  extensively,  or,  as  he 
puts  it,  "soaked"  himself  with  Darwin,  Spencer,  Hux- 
ley, and  all  he  could  get  on  the  subject  of  evolution. 
He  also  gave  a  course  in  the  History  of  Philosophy  to 
a  very  small  group  of  the  older  and  abler  students. 

As  was  customary  in  the  denominational  colleges  of 
the  day,  he  had  to  take  his  turn  at  conducting  chapel 
exercises  on  Sunday.  He  says  it  was  "  so-called 
preaching,  really  essay  reading,  and  I  still  have  a 


ANTIOCH,    HARVARD,    HOPKINS        53 

big  bunch  of  those  quasi  sermons  all  on  philosophical 
subjects."  The  religious  emancipation  at  the  college 
was  complete,  the  intellectual  atmosphere  keen,  and 
there  was  no  sharp  line  drawn  between  the  mature 
students  and  the  professors.  The  latter  were  mostly 
young,  alert  and  progressive,  and  the  former,  with  a 
few  exceptions,  looked  forward  to  entering  the  teaching 
profession.  The  natural  surroundings  were  charming 
and  attractive,  with  the  wonderful  Yellow  Spring 
that  gave  the  town  in  which  Antioch  was  located  its 
name.  The  ideals  of  the  little  college  community 
were  high,  and  they  had  sacrificed  numbers  to  quality 
for  some  years.  One  summer  when  visiting  in  Cam- 
bridge, Hall  suggested  to  President  Eliot  that  entrance 
examinations  for  Harvard  should  be  held  at  Antioch. 
President  Eliot  was  evidently  interested  and,  while  he 
did  not  carry  out  the  scheme  at  Antioch,  he  wrote 
Hall  that  his  proposition  had  led  to  the  institution  of 
the  Harvard  scheme  of  examinations  at  other  places. 
One  of  his  colleagues  of  that  time  recently  wrote: 

"  Professor  Hall  was  director  of  the  college  choir 
while  at  Antioch.  He  required  the  punctual  attendance 
of  the  classroom,  and  through  his  knowledge  of  the 
best  music,  and  untiring  efforts,  he  brought  the  choir 
to  a  rank  never  since  attained.  Some  members 
ventured  to  protest  against  the  frequent  use  of  'Ein 
Feste  Burg '  for  chapel  exercises,  saying,  '  We  do  not 
like  it.'  '  Then  sing  it  until  you  do,'  was  Professor 
Hall's  firm  reply.  And  they  did.  It  appeared  in  the 
list  of  hymns  every  week,  and  it  became  a  favorite. 

"  He  was  kind,  impulsive,  energetic,  very  sensitive 


54  G.    STANLEY    HALL 

and  often  misunderstood.  He  was  unsparing  with  his 
time,  and  very  ready  to  assist  the  faithful  students,  but 
unrelentless  with  the  shirk. 

"  He  insisted  on  students  before  the  public  making 
every  preparation  in  order  to  do  the  college  and  them- 
selves credit.  This  showed  in  the  state  rhetorical 
contests  where  Antioch  then  stood  first.  His  work 
for  the  college  library  in  examining  and  arranging 
pamphlets,  speeches  and  documents  connected  with 
the  college  history,  was  invaluable. 

"  He  took  ready  part  in  Teachers'  Institutes  and 
conventions  with  other  members  of  the  faculty,  and 
was  instrumental  in  having  them  held  at  the  college. 
Being  a  free  and  easy  speaker,  with  new  ideas,  he  was 
listened  to  with  interest  and  pleasure,  and  lectured  in 
the  neighboring  cities  on  such  occasions. 

"  He  not  only  entered  into  college  activities  with 
enthusiasm,  but  also  into  the  social  life  of  the  village, 
organizing  at  one  time  a  literary  club  of  college  and 
towns-people,  with  a  regular  public  program  of  real 
worth  and  attractiveness.  There  was  much  narrow 
sectarian  prejudice  and  some  bitter  opposition,  both 
within  and  outside  of  the  college,  to  Professor  Hall's 
theological  views. 

"At  one  time  the  Unitarians  gave  $400  yearly  to 
Wilberforce  College,  and  for  a  while  this  was  used  for 
a  course  of  lectures  to  be  given  by  Antioch  professors. 
The  noted  Bishop  Payne  was  then  President  of  that 
institution.  Professor  Hall  gave  a  course  of  lectures 
in  English  Literature  and  took  charge  of  the  essays  of 
the  graduating  class.  His  fine  work  in  that  field  was 
fully  appreciated.  It  was  customary  then  for  some 
of  the  Antioch  faculty  to  attend  the  Wilberforce 
Commencement,  and  I  well  remember  their  expressions 
of  surprise  and  admiration  as  one  after  another  of 


ANTIOCH,    HARVARD,    HOPKINS         55 

those  negro  graduates  showed  the  fine  training  of  a 
master  hand.  One  of  these  '  orators '  afterwards 
entered  the  ministry  and  did  splendid  work  as  a 
Methodist  bishop  amongst  his  own  people. 

"  In  order  to  clear  Antioch  from  suspicion,  the  faculty 
were  compelled  to  investigate  the  '  Great  American 
Literary  Bureau,'  unearthed  in  that  place.  Professor 
Hall's  unselfishness  is  fully  illustrated  in  his  attitude 
upon  this  occasion.  He  said  to  the  faculty,  '  You 
have  your  homes  here  and  your  families.  The  one 
who  undertakes  this  investigation  will  have  to  contend 
with  unpopularity  and  bitterness,  and  possibly  will 
have  to  go.  I  am  free,  and  I  will  do  it,'  and  he  did. 
As  he  predicted,  not  only  bitterness,  but  intense  hatred 
resulted  from  the  exposure  of  some  people  in  town 
engaged  in  procuring  and  selling  essays  to  the  college 
students.  Antioch  was  cleared  of  all  suspicion  by  the 
firm  and  energetic  action  of  Professor  Hall. 

"  When  he  left,  Dr.  Edward  Everett  Hale  expressed 
the  appreciation  of  the  Board  of  Trustees,  and  regretted 
that  they  could  not  keep  him  at  Antioch,  owing  to 
the  financial  condition  of  the  college  at  that  time." 

In  the  course  of  his  philosophical  studies  at  Antioch, 
he  became  deeply  interested  in  Hegel  and  made  occa- 
sional Sunday  trips  to  St.  Louis  to  sit  at  the  feet  of 
William  T.  Harris,  who,  with  a  group  of  able  men 
about  him,  among  whom  were  Snyder  and  Davidson, 
met  on  Sundays  to  read  and  discuss  Hegel  and  kindred 
topics.  When  Rosencranz's  epitome  of  Hegel's  doc- 
trine appeared  in  German  he  undertook  a  translation 
of  it  for  Harris's  Journal  of  Speculative  Philosophy. 
It  was  published  later  as  a  pamphlet,  in  extended  form, 
under  the  title  "  Hegel  as  the  National  Philosopher  of 


56  G.    STANLEY    HALL 

Germany."  The  pamphlet  attracted  but  little  atten- 
tion and  but  few  copies  were  sold.  The  publisher 
returned  to  him  the  unsold  copies  some  years  after- 
ward, but  what  became  of  them  we  do  not  know.  Here, 
too,  he  met  Judge  Stallo,  later  minister  to  Italy;  Dr. 
Bartholomew,  a  very  broad  minded,  intelligent  and 
accomplished  physician;  and  the  librarian  Vickers 
who  was  a  great  German  scholar  and  philosopher,  who 
was  particularly  kind  and  helpful  to  him  at  this  period. 
Dr.  Edward  Everett  Hale  was  a  member  of  the 
Board  of  Trustees  of  Antioch,  as  was  also  Dr.  Bellows, 
and  Hall  began  here  an  acquaintance  with  the  former 
which  lasted  as  long  as  he  lived.  When  Dr.  Hale  was 
interested  in  raising  a  fund  to  establish  a  chair  of 
Pedagogy  at  Antioch,  he  wrote  Dr.  Hall  of  his  plan 
and  received  from  him  the  following  reply: 

Clark  University, 

Worcester,  Mass., 

March  17,  1900. 
MY  DEAR  DR.  HALE: 

I  welcome  with  great  enthusiasm  the  plan  of  raising  money  to 
establish  a  chair  of  higher  pedagogy  at  old  Antioch.  The  central 
location  of  the  college,  the  strange  absence  of  state  normal  schools 
in  Ohio,  and  best  of  all  the  traditions  of  Horace  Mann,  combine  to 
make  such  an  effort  most  fitting  and  most  hopeful. 

Moreover,  we  are  just  inaugurating  a  period  of  educational 
renaissance  such  as  this  country  has  never  seen.  Publications 
have  multiplied,  the  best  class  of  minds  are  focussing  their  attention 
upon  the  larger  problems  of  education,  the  public  was  never  so 
open-minded  and  receptive,  and  everything  indicates  that  this  is 
one  of  those  nascent,  plastic  periods  when  things  are  to  be  shaped 
for  a  long  future. 

Once  more  Antioch  has  always  been  a  trading  station  for  teachers. 
The  majority  of  all  its  students  have  entered  that  profession  and 
many  have  won  distinction  in  it.  This  gives  a  spirit  and  genius  to 


AT    THE    AGE    OF    TWENTY-NINE 


ANTIOCH,    HARVARD,    HOPKINS        57 

the  place  that  is  an  invaluable  background.  I  have  heard  of  nothing 
since  my  days  at  Antioch  that  seems  to  me  so  wise,  practical  and 
even  inspiring  as  the  suggestion  for  a  strong  chair  in  the  higher 
pedagogy  there.  This  would  probably  enable  the  college  to  offer: 

1.  A  good  course  in  the  history  of  education.    This  should 
trace  the  great  educational  reforms  from  ancient  times  down  to 
the  present,  characterizing  the  leaders  and  outlining  their  aims  and 
lives.    Such  a  course  is  an  indispensable  basis  of  all  other  work, 
because  it  teaches  how  to  avoid  mistakes,  is  economic  by  preventing 
the  repetition  of  experiments  of  which  history  has  proven  the 
futility,  and  enables  the  teacher,  superintendent  or  principal  to 
take  large  views,  a  matter  so  difficult  for  those  engaged  in  the  active 
routine  of  education. 

2.  There  should  be  taught  the  philosophy  and  the  psychology 
of  education;  the  one  gives  the  history  of  the  largest  and  broadest 
conceptions  of  the  ends  and  methods  of  education;    the  other 
teaches  the  most  economic  means  of  attaining  those  ends  and  is  the 
basis  of  all  instruction  and  methods.    These  subjects  should  not 
be  too  abstract  but  practical,  and  there  should  be  plenty  of  refer- 
ence to  genetic  or  child  study  methods  and  results. 

3.  School  hygiene,  which  is  almost  a  creation  of  the  last  ten 
years,  should  be  taught.    This  requires  the  hygienic  point  of  view  to 
be  regarded  for  every  department  of  school  work,  even  reading, 
writing,    building,    lighting,    heating,    ventilation,    school    hours, 
length  of  recitation,  and  should  involve  some  instruction  in  the 
methods  of  measuring  and  weighing,  by  testing  children's  eyes, 
ears  and  health  generally. 

I  believe  that  an  advanced  course  of  this  higher  pedagogy,  that 
should  appeal  not  only  to  teachers  generally  but  especially  to  high 
school  and  normal  teachers,  would  mark  the  most  important  epoch 
at  Antioch  College  since  Horace  Mann. 

I  would  suggest  also  that  this  department  conduct  every  year  a 
summer  school.  I  think  this  would  be  of  advantage  to  the  repu- 
tation of  the  college  and  ought  to  be  a  source  of  income.  It  is  a 
great  link  between  the  town  and  the  college  to  bring  one  or  more 
hundred  teachers  from  outside  each  season  to  compare  notes  and 
sit  at  the  feet  of  wisdom. 

It  should  be  borne  in  mind  that  such  a  departure  cannot  be  made 
without  a  generous  endowment.  None  or  the  best  should  be  the 
maxim,  and  pedagogical  apparatus  and  books  are  indispensable 
and  expensive. 

Sincerely  Yours,  G.  STANLEY  HALL. 


58  G.    STANLEY    HALL 

He  acted  as  librarian  for  a  part  of  the  time  and 
helped  out  the  library  funds  by  interesting  himself  in 
the  plays  for  public  presentation  given  during  the 
winter  months,  sometimes  as  many  as  four  in  a  season. 
He  took  an  active  part  in  these  performances,  assign- 
ing parts,  suggesting  costumes,  and  playing  Orlando, 
Romeo,  Claude  Melnotte,  etc.  He  also  acted  as  choir 
master  in  church,  when  he  was  not  preaching,  and  on 
occasions,  was  even  called  upon  to  play  the  organ  in 
the  absence  of  the  organist.  He  once  said  in  speaking 
of  these  days: — 

"  My  chair  was  a  whole  settee.  I  taught  English 
language  and  literature,  German,  French,  philosophy 
in  all  its  branches,  preached,  was  impressario  for  the 
college  theatre,  chorister,  and  conducted  the  rhetor- 
ical exercises,  and  spread  out  generally.  But  I  did  a 
lot  of  solid  reading  in  spite  of  all  these  duties  and  my 
four  years  at  Antioch  were  most  profitable  ones.  The 
place  was  full  of  memories  of  Horace  Mann,  who  had 
died  many  years  before,  and  it  so  happened  that  in 
my  first  year  there  I  slept  in  the  very  room  and  bed 
in  which  he  died." 

When  Wundt's  "  Grundziige  der  Physiologischen 
Psychologic  "  first  appeared,  in  1874,  Hall  secured  a 
copy  at  once  and  became  deeply  interested  in  it.  So 
much  so  that  in  the  spring  of  1875  he  decided  to  return 
to  Germany  and  enter  Wundt's  laboratory.  He 
offered  his  resignation,  but  the  President  and  Trus- 
tees importuned  him  to  stay  one  more  year  as  he  had 
not  given  them  sufficient  notice  of  his  intention.  So 
he  consented  to  remain  another  year. 


ANTIOCH,    HARVARD,    HOPKINS        59 

In  his  last  year  at  Antioch  he  made  his  first  and 
last  attempt  at  story  writing.  He  sent  it  to  Appleton's 
Journal.  It  was  accepted  and,  to  his  surprise,  he  was 
paid  the  sum  of  $150.00  for  it.  This  was  the  first 
money  he  ever  made  by  his  writing,  if  we  except  the 
pittance  he  received  for  his  services  as  "  war  corres- 
pondent "  in  1870. 

The  story,  entitled  "A  Leap  Year  Romance,"  did 
not  appear  in  print  until  late  in  1878,  long  after  he  had 
left  Yellow  Springs.  He  fully  believed  he  had  dis- 
guised everything  so  that  not  a  single  personality  or 
event  would  be  recognized,  but  he  admits  "  as  I  looked 
it  over  in  the  light  of  some  severe  censure  for  my 
indiscretion  in  making  so  many  personal  revelations, 
it  did  seem  to  be  almost  guiltily  full  of  actual  happen- 
ings at  Antioch,  some  of  them  rather  personal."  In 
view  of  this  admission,  it  may  be  worth  while  to  re- 
produce here  his  description  of  the  community  where 
he  spent  four  such  profitable  years. 

"  Springtown  City  is  a  quiet  little  village  that  has 
grown  up  around  a  college  for  both  sexes,  which  was 
founded  by  a  vigorous  religious  sect,  something  less 
than  half  a  century  ago,  in  what  was  then  the  far 
West.  It  stands  upon  a  gentle  southern  slope,  from 
which,  across  a  deep  ravine  or  glen,  can  be  seen  a 
magnificent  expanse  of  rich  level  bottom-land. 

"Farther  up,  behind  the  town,  in  a  grassy  oak-opening, 
stands  an  immense  but  now  somewhat  dilapidated 
wooden  hotel,  which  a  rash  speculator  had  built  fifteen 
years  before  our  story  commences,  over  a  large  chaly- 
beate spring.  The  glen,  through  which  now  flows  a 


60  G.    STANLEY    HALL 

tiny  stream,  must  have  once  been  the  bed  of  a  mighty 
torrent,  for  it  is  more  than  half  a  mile  wide,  very  deep, 
and  cut  with  many  a  curve,  quaint,  tunneled  arch, 
and  dangerous  pit-hole  through  the  solid  blue  lime- 
stone rock.  Indeed,  one  of  the  professors  of  the  col- 
lege had  been  for  years,  and  despite  some  ridicule, 
patiently  accumulating  evidence  for  a  pet  theory  of 
his,  that  the  three  central  great  lakes  along  our  north- 
ern boundary  once  found  a  nearer  outlet  to  the  sea 
through  this  ravine,  but  that  it  had  been  for  most  of 
its  length  filled  up  by  the  debris  of  the  glacial  epoch, 
till  the  rising  waters  of  the  lakes  were  forced  to  seek 
out  a  new  and  higher  channel,  now  called  the  Niagara, 
into  Ontario  and  the  St.  Lawrence. 

"  Both  college  and  town  had  been  larger  twenty-five 
years  ago  than  now.  Indeed,  the  claims  of  the  former 
upon  the  patronage  of  the  community  had  been  at 
first  so  successfully  urged  that  more  than  a  dozen 
ignorant  heads  of  families  actually  sold  all  they  had, 
and  came  in  canvas-topped  prairie-wagons  and  en- 
camped for  weeks  under  the  unfinished  walls  of  the 
dormitories  in  the  vague  hope  that  somehow  their 
dirty  and  unlettered  youngsters  were  here  to  be  trained 
up  into  lawyers,  editors,  statesmen,  and  perhaps 
presidents,  by  a  new-fangled  educational  process 
which  they  did  not  pretend  to  understand.  The  town 
also  had  once  given  promise  of  speedy  and  unlimited 
growth.  For  a  few  years  extravagant  expectations  of 
sudden  wealth  had  attracted  many  capitalists,  until, 
as  the  larger  enterprises  failed  one  after  another, 
investments  were  withdrawn  to  more  promising  fields. 

"  Springtown  City  had  now  entered  upon  a  second 
and  more  tranquil  period  of  its  history.  A  large  por- 
tion of  the  population  was  still  transient,  settling  here 
for  a  few  months  or  years,  on  account  of  the  extreme 


ANTIOCH,    HARVARD,    HOPKINS        61 

cheapness  of  rent,  for  the  education  of  children,  or  for 
health  and  recreation.  Half  a  dozen  wealthy  business 
men  from  a  not  far  distant  city  had  established  summer 
homes  in  or  near  the  village.  But  the  strangest 
thing  about  the  place  was  that  the  influence  and  number 
of  the  unfair  sex  had  been  steadily  decreasing  until  by 
the  last  census  it  was  found  that  in  the  village  proper 
the  men  were  outnumbered  almost  three  to  one  by 
the  women.  Widows  left  with  slender  incomes, 
anxious  mammas  who  looked  upon  a  college-town  as  a 
cheap  matrimonial  bazaar,  wives  of  business  men  who 
could  spend  only  Sunday  with  their  families,  and  a 
whole  chorus  of  sharp-witted  and  often  sharper- 
tongued  maids,  old  and  young,  made  up  the  society 
and  the  sentiment  of  the  town;  while  for  half  a  gener- 
ation the  younger  and  more  ambitious  men  had  sought 
competency  or  professional  renown  in  wider  and  more 
promising  fields. 

"In  the  college,  too,  the  girls  had  gradually  come  to 
outnumber  and  even  outrank  the  boys,  while  their 
influence  upon  the  latter  grew  more  and  more  domin- 
ant. They  had  never  been  regarded  with  contempt 
as  rivals,  and  from  the  first  their  presence,  almost 
without  their  consciousness,  had  tended  to  repress 
many  of  the  bad  habits  and  licensed  barbarities  of 
college  life.  But  now  a  stolen  moonlight  ramble  with 
a  young  lady  class-mate,  or  a  picnic  in  the  glen,  was 
gradually  becoming  more  attractive  than  a  midnight 
raid  on  freshmen  or  a  game  of  ball,  until  at  last  the 
robust  boy-life  of  the  American  college,  which,  with  all 
its  abuses,  seasons  and  straightens  many  a  green  and 
crooked  stick,  was  almost  forgotten.  Even  the  faculty 
were  obliged  to  admit  that  the  collection  of  specimens 
in  natural  science  was  vastly  facilitated  by  allowing 
the  classes  to  pair  off  in  their  studies  of  flora  and  fauna. 


62  G.    STANLEY    HALL 

The  boys  sometimes  wrote  essays  on  domestic  life,  on 
ideal  womanhood,  and  on  the  prominence  given  to 
the  sentiment  of  love  in  the  literatures  of  the  world, 
and  were  fond  of  attending  the  Hypatia  Club,  where 
social  and  political  themes  were  discussed  by  their 
young  lady  rivals,  often  with  great  sagacity  and  matur- 
ity. In  all  social  gatherings  where  town  and  college 
met,  men  were  at  quite  a  premium.  On  Shakespeare 
evenings  ladies  sometimes  had  to  assume  the  parts  of 
Orlando,  Ferdinand,  and  even  Benedict  and  Petruchio. 
Two  of  them  became  quite  acceptable  as  bass-singers, 
and  all  took  turns  in  dancing  *  gentleman '  with 
white  handkerchiefs  tied  about  the  right  arm.  In  the 
weekly  prayer-meetings  at  several  of  the  churches, 
the  most  edifying  exercises  were  usually  led  by  women. 
A  few  of  the  stronger-minded  once  walked  to  the  polls, 
and  vainly  demanded  the  right  to  vote,  and  one  of 
them  afterward  went  so  far  as  to  allow  her  piano  to 
be  sold  rather  than  to  pay  her  taxes.  Another,  at  a 
public  anniversary,  read  a  rather  too  scientific  essay 
on  tight-lacing,  and  another  persisted  for  a  year  in 
wearing  a  reform  costume.  But,  on  the  whole,  despite 
some  gossip-mongering,  and  now  and  then  an  eccen- 
tricity like  the  above,  a  wise  spirit  of  moderation 
pervaded  the  place.  Not  a  dram-shop  was  open  there 
after  the  woman's  crusade.  Immorality  was  repressed 
by  a  rigid  social  ostracism,  while  the  whole  moral 
atmosphere  was  kept  singularly  pure  and  bracing  by 
an  all-pervading  censorship,  sometimes  as  rigorous  and 
outspoken  as  a  woman's  indignations,  and  sometimes 
as  subtle  as  feminine  tact." 

He  finally  left  Yellow  Springs  at  the  end  of  the  college 
year,  in  1876,  fully  determined  upon  returning  to 
Germany  on  his  savings  from  his  $1,500.00  salary  of 


ANTIOCH,    HARVARD,    HOPKINS         63 

the  past  four  years.  Visiting  his  brother,  Robert,  in 
Cambridge,  he  met  President  Eliot  of  Harvard,  who 
offered  him  a  tutorship  in  English  at  a  salary  of  $1,000.00 
under  Professors  Child  and  Hill.  The  position  was 
not  an  attractive  one,  yet,  as  he  says  in  chapter  14  of 
his  "  Educational  Problems,"  perhaps  there  was  the 
hope  that  he  might  attain  "  what  was  then  to  am- 
bitious young  students,  at  least  to  those  reared  near 
the  heart  of  New  England  who  daily  pray  with  their 
faces  toward  the  golden  state  house  dome,  the  supreme 
earthly  felicity  of  a  chair,  or  even  a  foot-stool,  at 
Harvard."  Professors  Bowen  and  Hedge  were  well 
on  in  years;  one  of  them  might  soon  resign  and  he 
might  be  given  a  chance  to  teach  philosophy  or  psy- 
chology. So  he  accepted,  confiding  his  hopes  of 
advancement  to  President  Eliot  in  doing  so. 

The  work  at  Harvard,  where  he  remained  two  years, 
he  found  very  monotonous  after  the  freer  air  of  An- 
tioch.  He  had  the  sophomore  class,  of  about  250,  in 
three  divisions,  reciting  an  hour  each  from  9  to  12  each 
morning,  repeating  the  required  lesson.  It  was  almost 
the  only  required  course  and  was,  therefore,  hated  by 
the  students.  He  also  had  to  correct  the  two  three- 
hour  examination  papers  of  each  of  his  250  students, 
besides  four  "  sprung  "  one-hour  written  exams.,  and 
the  six  themes  required  of  each.  The  themes  had  to 
be  corrected  by  an  adjustable  standard  in  red  ink, 
enough  to  justify  re-writing,  making  really  twelve 
compositions  for  each  student.  This  marking  had  to 
be  done  conscientiously,  as  a  large  number  of  the  class 


64  G.    STANLEY    HALL 

depended  more  or  less  upon  their  marks  for  rank,  and 
many  of  them  for  scholarships. 

Here,  again,  in  spite  of  the  large  amount  of  required 
work,  in  which  he  took  but  slight  interest,  he  found 
time  to  attend  courses  under  Dr.  H.  P.  Bowditch  at 
the  Medical  School  on  Boylston  street,  and  to  work 
in  his  physiological  laboratory  on  "  The  Muscular 
Perception  of  Space,"  which  he  presented  as  a  thesis 
for  the  Doctorate  in  Philosophy  in  June,  1878.  He 
also  took  work  with  William  James,  with  whom  he 
became  very  intimate.  They  took  long  walks  to- 
gether and  saw  a  good  deal  of  each  other  in  these  two 
years.  Later,  they  spent  a  summer  together  tramping 
around  Heidelburg,  and  the  year  before  James  was 
married  they  spent  a  few  weeks  together  at  a  summer 
camp  built  by  Putnam,  Bowditch  and  James  in  the 
Adirondacks. 

In  the  middle  of  his  second  year  he  had  an  attack 
of  scarlet  fever  which  laid  him  up  for  several  weeks. 
He  offered  his  resignation,  but  President  Eliot  said 
he  would  await  his  recovery  with  equanimity  and 
thought  he  ought  to  fulfill  his  year's  engagement, 
which  he  did. 

His  examination  for  the  Doctor's  degree  took  place 
at  Professor  Bowen's  house,  those  present  being 
Professors  Everett,  Bowen,  Bowditch,  Hedge,  James 
and  Palmer.  The  examination  lasted  three  hours,  and 
he  received  the  Ph.D.  degree  at  Commencement,  in 
1878. 

Immediately  after,  he  left  for  his  second  trip  to 


ANTIOCH,    HARVARD,    HOPKINS         65 

Germany,  which  has  been  described  in  the  previous 
chapter. 

In  September,  1880,  Dr.  Hall  and  his  wife,  having 
just  returned  from  Europe,  started  housekeeping  in 
an  apartment  of  four  rooms  in  a  little  house  on  the 
outskirts  of  Medford.  He  began  at  once  his  work  in  the 
Boston  schools  on  "  The  Contents  of  Children's 
Minds  on  Entering  School,"  which  was  made  possible 
by  the  liberality  of  Mrs.  Quincy  Shaw,  who  detailed 
four  excellent  teachers  from  her  comprehensive  sys- 
tem of  kindergartens  to  act  as  special  questioners 
under  his  direction,  and  by  the  co-operation  of  Miss 
L.  B.  Pingree,  their  superintendent.  The  results  of 
this  work  were  not  published  until  May,  1883,  when 
they  appeared  in  the  Princeton  Review. 

Shortly  after  his  return,  President  Eliot  called  on 
him  and  proposed  that  he  give  a  course  of  twelve 
lectures  on  Saturday  mornings  in  Bumstead  Hall  on 
Bromfield  street.  The  University  would  assume  the 
expense  of  the  hall,  pay  for  printing,  and  would  adver- 
tise the  course.  There  were  to  be  twelve  lectures  to 
be  given  on  Saturday  mornings,  and  the  proceeds 
from  the  sale  of  tickets,  which  were  to  be  sold  at 
$5.00  for  the  course,  would  be  turned  over  to  Dr.  Hall, 
and  President  Eliot  would  introduce  him  at  the  first 
lecture.  The  offer  was  accepted  and  his  introduction 
by  President  Eliot  (which  may  be  found  in  "  Educa- 
tional Problems,  vol.  2,  p.  241)  so  spurred  him  on  that 
he  put  forth  his  best  efforts.  The  lectures  were  well 
attended  and  brought  him  forward  at  once  as  a  man 


66  G.    STANLEY    HALL 

who  must  be  reckoned  with  in  the  educational  field. 
He  was  asked  to  repeat  the  course  the  following  year 
and  did  so. 

From  the  foundation  of  Johns  Hopkins  University 
in  1876  President  Gilman  invited  a  number  of  men 
each  year  to  give  short  courses  of  lectures  at  that 
institution,  then  perhaps  the  most  prominent  and  the 
best  endowed  university  in  America.  James  Bryce, 
H.  B.  Adams,  Richard  T.  Ely,  E.  A.  Freeman  and  G. 
Stanley  Hall  were  among  those  invited  in  the  year 
1881-1882. 

In  1882  President  Gilman  offered  him  a  lectureship 
in  psychology  with  an  appropriation  of  $1,000.00  a 
year  for  the  purpose  of  building  up  a  psychological 
laboratory.  This  offer  Dr.  Hall  accepted  and  took 
up  his  residence  in  Baltimore  at  the  opening  of  the 
college  year,  1882-1883.  He  found  there  as  students 
in  his  department,  Dewey,  Cattell,  Jastrow,  Taber 
and  a  few  others,  and  a  little  later  Burnham  and  San- 
ford  were  also  enrolled.  He  lectured  in  a  dwelling 
house  at  first  and  his  laboratory  was  upstairs  in  the 
same  building.  Later  he  was  given  a  suite  of  rooms 
in  the  Biological  Laboratory  building  where  Donaldson 
became  his  assistant.  In  April,  1884,  he  was  made 
Professor  of  Psychology  and  Pedagogics.  He  lectured 
on  psychology  (graduate  and  undergraduate),  psycho- 
logical and  ethical  theories,  physiological  psychology, 
history  of  philosophy  and  education;  worked  hard  to 
build  up  a  good  laboratory,  which  was  not  an  easy 
thing  to  do  in  those  early  days;  gave  a  good  many 


AT    THE    AGE    OF    FORTY 


ANTIOCH,    HARVARD,    HOPKINS         67 

lectures  up  and  down  the  country  on  educational 
topics;  compiled,  with  the  assistance  of  John  M. 
Mansfield,  a  Bibliography  of  Education;  and  brought 
out  a  number  of  papers  in  the  scientific  journals. 

From  the  Johns  Hopkins  Register,  we  gather  that 
he  gave  in  the  academic  year  1881-1882,  ten  public 
lectures  on  Psychology  on  Tuesdays,  Thursdays  and 
Saturdays  from  January  6-27,  1882,  the  average  at- 
tendance being  190.  From  February  20  to  April  10, 
1883,  on  Tuesdays,  he  gave  another  public  course  of 
eight  lectures  on  "  Principles  and  Methods  of  Intel- 
lectual Training,"  with  an  average  attendance  of  191. 
Again,  from  March  11  to  April  8,  1884,  on  Tuesdays, 
he  gave  five  public  lectures  on  educational  topics  with 
an  average  attendance  of  129.  From  1884  until  1888, 
Dr.  Hall  occupied  a  place  on  the  Academic  Council, 
and  Board  of  University  Examiners. 

For  some  years  he  had  longed  to  establish  a  journal 
of  his  own  which  should  be  devoted  to  the  new  psy- 
chology, but  had  been  unable  to  do  so  on  account  of 
the  expense.  But  in  the  summer  of  1887  a  gentleman 
who  had  heard  him  lecture  in  Philadelphia  offered  to 
help  him  and  contributed  the  sum  of  $500.00  for  that 
purpose.  The  first  issue  of  1500  copies  of  the  Amer- 
ican Journal  of  Psychology  appeared  in  November, 
1887.  Dr.  Hall  did  most  of  the  work  himself  in  the 
early  numbers,  and  although  published  at  first  at  a 
loss,  it  soon  obtained  a  recognized  position  and  became 
self-supporting. 

Social  life  was  almost  entirely  inside  the  faculty,  and 


68  G.    STANLEY    HALL 

Dr.  Hall  made  few  friends  outside.  Among  his  inti- 
mates were  Herbert  B.  Adams,  Richard  T.  Ely,  Paul 
Haupt,  H.  Newell  Martin,  Henry  A.  Rowland  and  Henry 
Wood.  During  his  stay  in  Baltimore  he  occupied  suc- 
cessively the  following  homes:  132  W.  Madison  St., 
and  458  (now  1526)  Eutaw  Place;  from  the  latter  he 
moved  into  a  home  of  his  own  at  923  N.  Calvert  St. 

Woodrow  Wilson  attended  his  lecture  course  one 
year,  taking  his  minor  in  psychology.  He  speaks  of 
Wilson  as  one  of  the  most  mature  of  his  students  and 
as  quite  a  marked  man  even  in  those  days. 

The  ideals  of  Johns  Hopkins  University  appealed 
very  strongly  to  Dr.  Hall  as  is  abundantly  evidenced 
in  the  ideals  of  Clark  University.  He  paid  a  glowing 
tribute  to  President  Oilman,  an  extract  of  which  is 
given  here,  taken  from  the  Outlook  of  August  3,  1901. 

"  True  history  in  this  field  was  perhaps  never  so 
hard  to  write  as  in  this  country,  pervaded  as  it  is  with 
insidious  biases  for  competing  institutions,  and  the 
day  of  impartiality  and  competency  of  judgment  will 
dawn  late;  but  just  in  proportion  as  love  of  the  highest 
learning  and  research  prevail,  his  qualities  will  become 
the  ideals  of  leaders  in  our  American  system. 

"  President  Gilman  is  essentially  an  inside  President. 
His  interest  in  the  work  of  the  individual  members  of 
his  faculty  does  not  end  when  they  are  engaged,  but 
begins.  He  loves  to  know  something  of  their  every 
new  investigation,  however  remote  from  his  own  spec- 
ialty, and  every  scientific  or  scholarly  success  feels  the 
stimulus  of  his  sympathy.  His  unerring  judgment  of 
men  has  been  triumphantly  justified  in  the  achieve- 
ments of  those  he  has  appointed;  and  although  in 


ANTIOCH,    HARVARD,    HOPKINS        69 

selecting  young  men  he  has  had  to  walk  by  faith,  he 
has  nowhere  shown  more  sagacity  than  in  applying 
individual  stimuli  and  checks,  and  in  this  sense  and 
to  this  extent  has  been  a  spiritual  father  of  many  of  his 
faculty,  the  author  of  their  careers;  and  has  for  years 
made  the  institution  the  paradise  and  seminarium  of 
young  specialists.  This  has  made  stagnation  impossible 
and  the  growth  of  professors  here  in  their  work  has 
been,  I  believe,  without  precedent.  When  petrog- 
raphy, e.g.,  a  pregnant  new  departure  in  science, 
knocked  at  the  Hopkins  door  in  the  person  of  the 
brilliant  but  lamented  George  Williams,  it  was  opened 
in  welcome,  and  the  country  was  stocked  with  young 
professors  from  his  laboratory.  The  new  psychology, 
for  which  other  institutions  had  shown  only  timidity, 
was  here  given  its  first  American  home.  Now  the 
productivity  of  our  fifty  American  psychic  laboratories 
rivals,  if  it  does  not  exceed,  that  of  Germany.  Clark 
University  is  in  a  sense  an  offshoot  of  the  Johns 
Hopkins,  where,  small  as  it  has  so  far  been,  the  in- 
evitable next  step  of  attempting  university  work  only, 
with  no  undergraduate  section,  was  first  tried.  His- 
tory, biology,  mathematics,  physics,  chemistry,  the 
Romance  and  Teutonic  languages,  Sanskrit,  Semitic 
studies,  and  more  lately  several  departments  of  medical 
study  and  others,  have  all  felt  the  new  life  that  has 
come  from  the  seminaries,  clinics,  laboratories,  lecture- 
rooms,  and  new  journals  which  began  at  the  Hopkins. 
In  every  one  of  all  these  lines  of  work  the  personality 
of  its  President  has  been  an  active  and  beneficent 
influence. 

Dr.  Gilman  is  not  pre-eminently  an  outside  President 
or  an  outside  organizer.  He  has  never  been  known  as 
an  apostle  of  uniformity.  It  could  never  be  said  of 
him  that  there  were  dollars  and  students  in  all  or  even 


70  G.    STANLEY    HALL 

in  anything  that  he  said,  in  the  sense  that  these  con- 
siderations determined  either  what  was  said  or  left 
unsaid.  He  has  had,  I  believe,  no  place  on  any 
committee  of  ten,  twelve,  or  fifteen,  and  has  no  share 
in  the  unhappy  business  by  which,  in  some  parts  of 
the  country,  secondary  education  has  been  dominated 
by  or  subordinated  to  college  interests  or  requirements. 
He  believes  in  individuality,  and  holds  that  institu- 
tions were  made  for  men,  and  not  men  for  institutions. 
He  knows  no  selfishness,  inter-institutional  rivalry,  nor 
has  he  taken  part  in  the  tendency  to  absorb  or  incor- 
porate other  foundations  into  a  great  educational 
trust;  but  his  faith  and  services  are  for  the  university 
invisible,  not  made  with  hands,  which  consists  in  the 
productive  scientific  work  of  gifted  minds,  wherever 
they  are,  sympathetic  by  nature  and  made  still  more 
so  by  the  co-ordination  of  studies,  as  one  of  the  most 
characteristic  features  of  our  age. 

As  a  member  of  his  faculty  I  smarted  not  infre- 
quently under  the  faithful  wounds  of  this  friend;  but 
these  were  only  wholesome  and  made  me  all  the  more 
his  debtor,  and  the  state  of  my  department  in  the  coun- 
try I  think  owes  more  to  him  than  to  any  other  as  our 
American  system  of  education  is  organized.  To  ad- 
vance what  he  has  done  even  a  little  in  the  world 
would  satisfy  all  my  ambitions.  He  has  had  optimism 
enough  to  sustain  his  own  spirit  and  that  of  those 
about  him  under  painful  disappointments,  and  idealism 
enough  to  have  made  a  long  and  magnificent  fight 
against  the  materializing  tendencies  too  prevalent 
here  in  higher  education,  and  to  demonstrate  that  often 
the  most  ideal  thing  is  also  the  most  practical." 

When  he  left  to  accept  the  call  to  the  presidency  of 
Clark  University,  his  students  presented  him  with  a 


ANTIOCH,    HARVARD,    HOPKINS         71 

bronze  statuette  of  the  Greek  Youth  at  Prayer,  which 
has  for  the  past  twenty-five  years  adorned  the  room  in 
his  house  where  every  Monday  night  in  term  his 
seminary  meets  from  seven  to  eleven. 

Early  in  1888  Senator  George  F.  Hoar,  who  had  met 
Dr.  Hall  on  several  occasions  in  Worcester  and  in  Wash- 
ington, invited  him  to  call  on  him  at  the  Senate  cham- 
ber, where  he  first  told  him  of  the  scheme  of  Mr. 
Jonas  Gilman  Clark  to  found  a  great  institution  of 
learning  at  Worcester,  Mass.  Later,  Mr.  Clark,  Mr. 
Hoar  and  John  D.  Washburn,  who  was  secretary  of  the 
Board  of  Trustees  of  Clark  University,  called  upon 
him  at  his  home  in  Baltimore,  and,  after  talking  mat- 
ters over  more  fully,  they  secured  his  consent  to  a  visit 
to  Mr.  Clark  in  Worcester.  At  Mr.  Clark's  house  he 
met  the  members  of  the  Board  and  was  given  to  under- 
stand that  he  would  in  due  course  receive  an  official 
offer  to  accept  the  office  of  President  of  the  new 
University.  The  official  notice  of  his  election  was  sent 
April  3,  and  he  accepted  May  1,  1888. 

Resigning  his  position  at  Johns  Hopkins,  June  4, 
1888,  and  leaving  the  new  journal  in  the  hands  of 
Edmund  C.  Sanford,  who  had  taken  his  degree  under 
him  that  year,  he  turned  his  face  once  more  to  Europe 
where  he  visited  every  country  save  Portugal  in  the 
next  nine  months.  He  interviewed  nearly  all  the 
educational  men  of  note,  collected  building  plans, 
statistics  and  reports,  and  brought  back  in  March,  1889, 
much  of  the  material  later  embodied  in  his  articles  in 
the  early  volumes  of  the  Pedagogical  Seminary. 


V 
CLARK  UNIVERSITY 


Jonas  Oilman  Clark,  the  Founder  of  Clark  Univers- 
ity, was  born  at  Hubbardston,  Worcester  County, 
Massachusetts,  February  1,  1815,  and  died  in  the  city 
of  Worcester,  May  2,  1900,  at  the  age  of  eighty-five. 
He  worked  on  his  father's  farm  until  he  was  sixteen, 
attending  the  country  school  for  a  limited  number  of 
weeks  each  year.  In  1831  he  began  to  learn  the  car- 
riage maker's  trade,  setting  up  on  his  own  account 
when  he  came  of  age.  In  1845  he  established  a  shop 
for  the  manufacture  of  tinware,  opening  stores  later 
in  Milford  and  Lowell  and  adding  hardware  and  build- 
ing materials  to  his  stock.  In  1853  he  went  to  Cali- 
fornia, shipping  from  the  East  provisions,  furniture, 
miners'  supplies  and  farming  tools.  In  1856  his  busi- 
ness had  resolved  itself  entirely  to  furniture,  of  which 
he  supplied  the  larger  part  of  the  wholesale  market  of 
the  Pacific  coast  for  the  next  four  years.  In  1860, 
being  in  poor  health,  he  sold  out  his  business,  invested 
his  money  in  land  and  left  for  Europe.  Returning  to 
San  Francisco,  he  took  an  active  part  in  founding  the 
California  Council  of  the  Union  League  of  America, 
holding  the  office  of  Grand  Treasurer  until  he  removed 
to  New  York,  in  May,  1864. 


CLARK    UNIVERSITY  73 

Retiring  from  business  at  the  age  of  forty-five,  Mr. 
Clark  devoted  his  leisure  to  travel  and  intercourse 
with  men  and  books.  His  interest  in  education  began 
in  his  love  of  books,  so  that  his  library  may  be  said  to 
represent  the  early  stage  of  his  idea  of  a  University — 
indeed,  his  first  idea  of  a  University  seems  to  have 
arisen  as  an  instrument  to  use  books.  It  is  certain 
that  in  his  later  years  as  a  book  buyer  he  was  under 
the  firm  impression  that  he  was  collecting  a  library 
which  would  be  invaluable  to  the  University  he  con- 
templated founding,  and  it  was  a  keen  disappointment 
to  him  when  he  slowly  learned,  in  the  first  stages  of 
its  development,  that  a  University  Library  was  some- 
thing entirely  different  from,  and  far  larger  than,  his 
conception  of  it.  To  see  his  carefully  gathered  collec- 
tion of  books  and  magazines  outnumbered  four  times 
over  by  modern  scientific  works  in  a  single  year  brought 
a  new  experience  for  which  he  was  not  prepared. 

However,  Mr.  Clark's  ideas  and  ideals  grew  with  the 
growth  of  the  University  and  at  his  death,  in  1900,  he 
left  one-quarter  of  his  estate  for  the  endowment  of  the 
Library,  thus  placing  it  among  the  very  few  well  en- 
dowed University  libraries  in  the  country. 

As  the  first  positive  step  toward  the  realization  of 
long-formed  plans,  Mr.  Clark,  in  March,  1887,  in- 
vited the  following  gentlemen  to  constitute  with  him- 
self a  Board  of  Trustees:— 

STEPHEN  SALISBURY,  A.B.,  Harvard,  1856;  Universities  of  Paris 
and  Berlin,  1856-58;  LL.B.,  Harvard,  1861;  President  Anti- 
quarian Society  1887-1905;  State  Senator,  1892-95.  Died 
Nov.  16,  1905. 


74  G.    STANLEY    HALL 

CHARLES  DEVENS,  A.B.,  Harvard,  1838;  LL.B.,  Harvard,  1840; 
Major-General,  1863;  Associate  Justice  of  the  Massachusetts 
Superior  Court,  1867-73;  Associate  Justice  of  the  Massachusetts 
Supreme  Judicial  Court,  1873-77,  and  again,  1881-91;  Attorney- 
General  of  the  United  States,  1877-81;  LL.D.,  Columbia  and 
Harvard,  1877;  Died  Jan.  7,  1891. 

GEORGE  F.  HOAR,  A.B.,  Harvard,  1846;  LL.B.,  Harvard,  1849; 
United  States  House  of  Representatives,  1869-77;  Member 
Electoral  Commission,  1876;  United  States  Senate  1877-1904; 
Chairman  of  Judiciary  Committee,  1891-1904;  LL.D.,  William  and 
Mary,  Amherst,  Harvard  and  Yale;  Died,  Sept.  30,  1904. 

WILLIAM  W.  RICE,  A.B.,  Bowdoin,  1846;  admitted  to  Bar,  1854; 
United  States  House  of  Representatives,  1876-86;  LL.D., 
Bowdoin,  1886.  Died  March  1,  1896. 

JOSEPH  SARGENT,  A.B.,  Harvard,  1834;  M.D.,  Harvard,  1837; 
London  and  Paris  Hospitals,  1838-40.  Died  Oct.  13,  1888. 

JOHN  D.  WASHBURN,  A.B.,  Harvard,  1853;  LL.B.,  Harvard,  1856; 
Representative,  1876-79;  State  Senate,  1884;  United  States 
Minister  to  Switzerland,  1889-92.  Died  Apr.  4,  1903. 

FRANK  P.  GOULDING,  A.B.,  Dartmouth,  1863;  Harvard  Law  School, 
1866;  City  Solicitor,  1881-93.  Died  Sept.  16,  1901. 

GEORGE  SWAN,  A.B.,  Amherst,  1847;  admitted  to  Bar,  1848; 
Member  of  Worcester  School  Board,  1879-90;  Chairman  of  High 
School  Committee,  1887-90.  Died  Oct.  5,  1900. 

On  petition  of  this  Board,  the  Legislature  passed 
the  following 

ACT  OF  INCORPORATION.    CHAPTER  133 

COMMONWEALTH  OF  MASSACHUSETTS,  IN  THE  YEAR  ONE  THOUSAND 
EIGHT  HUNDRED  AND  EIGHTY-SEVEN.  AN  ACT  TO  INCORPORATE 
THE  TRUSTEES  OF  CLARK  UNIVERSITY  IN  WORCESTER. 

Be  it  enacted  by  the  Senate  and  House  of  Representatives  in 
General  Court  assembled,  and  by  authority  of  the  same,  as  follows: — 

SECTION  1.  Jonas  G.  Clark,  Stephen  Salisbury,  Charles  Devens, 
George  F.  Hoar,  William  W.  Rice,  Joseph  Sargent,  John  D.  Wash- 
burn,  Frank  P.  Goulding  and  George  Swan,  all  of  the  city  of  Wor- 
cester, in  the  Commonwealth  of  Massachusetts,  and  their  suc- 
cessors, are  hereby  made  a  corporation  by  the  name  of  the  Trustees 
of  Clark  University,  to  be  located  in  said  Worcester,  for  the  purpose 


CLARK    UNIVERSITY  75 

of  establishing  and  maintaining  in  said  city  of  Worcester  an  insti- 
tution for  the  promotion  of  education  and  investigation  in  science, 
literature  and  art,  to  be  called  Clark  University. 

SECTION  2.  Said  corporation  may  receive  and  hold  real  or  per- 
sonal estate  by  gift,  grant,  devise,  bequest  or  otherwise,  for  the 
purpose  aforesaid,  and  shall  have  all  the  rights,  privileges,  immu- 
nities, and  powers,  including  the  conferring  of  degrees,  which 
similar  incorporated  institutions  have  in  this  Commonwealth. 

SECTION  3.  Said  corporation  shall  have  the  power  to  organize 
said  University  in  all  its  departments,  to  manage  and  control  the 
same,  to  appoint  its  officers,  who  shall  not  be  members  of  said  cor- 
poration, and  to  fix  their  compensation  and  their  tenure  of  office; 
and  said  corporation  may  provide  for  the  appointment  of  an  advisory 
board  and  for  the  election  by  the  Alumni  of  said  University  to  fill 
any  vacancies  in  said  board. 

SECTION  4.  The  number  of  members  of  said  corporation  shall 
not  be  less  than  seven  nor  more  than  nine,  and  any  vacancy  therein 
may  be  filled  by  the  remaining  members  at  a  meeting  duly  called 
and  notified  therefor;  and  when  any  member  thereof  shall,  by  reason 
of  infirmity  or  otherwise,  become  incapable,  in  the  judgment  of 
the  remaining  members,  of  discharging  the  duties  of  his  office,  or 
shall  neglect  or  refuse  to  perform  the  same,  he  may  be  removed  and 
another  be  elected  to  fill  his  place,  by  the  remaining  members,  at  a 
meeting  duly  called  and  notified  for  that  purpose. 

SECTION  5.    This  Act  shall  take  effect  upon  its  passage. 

House  of  Representatives,  March  30,  1887,  Passed  to  be  Enacted. 

CHARLES  J.  NOYES,  Speaker. 

Senate,  March  31,  1887,  Passed  to  be  Enacted. 

HALSEY  J.  BOARDMAN,  President. 

During  the  previous  five  years,  Mr.  Clark  had 
gradually  acquired  a  tract  of  land,  comprising  about 
eight  acres,  located  on  Main  Street,  a  mile  and  a  half 
from  the  heart  of  the  city. 

Plans  for  a  main  building  were  submitted  to  the 
Board  by  Mr.  Clark,  which  were  approved,  and  its 
erection  was  at  once  begun.  The  cornerstone  was  laid 


76  G.    STANLEY    HALL 

with  impressive  ceremonies,  October  22,  1887.  This 
building  is  204  x  114  feet,  four  stories  high  and  five 
in  the  centre,  constructed  of  brick  and  granite,  and 
finished  throughout  in  oak.  It  contains  a  total  of 
90  rooms,  and  in  its  tower  is  a  clock  with  three  six- 
foot  illuminated  dials,  which  was  presented  by  citi- 
zens of  Worcester. 

On  April  3,  1888,  Dr.  Hall  was  invited  to  the  presi- 
dency. The  official  letter  conveying  the  invitation 
contained  the  following  well-considered  and  significant 
expression  of  the  spirit  animating  the  trustees: — 

"  They  desire  to  impose  on  you  no  trammels;  they 
have  no  friends  for  whom  they  wish  to  provide  at  the 
expense  of  the  interests  of  the  institution;  no  pet 
theories  to  press  upon  you  in  derogation  of  your 
judgment;  no  sectarian  tests  to  apply;  no  guarantees 
to  require,  save  such  as  are  implied  by  your  accept- 
ance of  this  trust.  Their  single  desire  is  to  fit  men  for 
the  highest  duties  of  life,  and  to  that  end,  that  this 
institution,  in  whatever  branches  of  sound  learning  it 
may  find  itself  engaged,  may  be  a  leader  and  a  light." 

This  invitation  was  accepted  May  1,  and  the  presi- 
dent was  at  once  granted  one  year's  leave  of  absence, 
with  full  salary,  to  visit  universities  in  Europe. 

On  this  trip  he  sought  information  from  every 
source.  Books,  reports,  and  building-plans  of  many 
kinds  were  gathered.  Ministers  of  education,  heads  of 
universities,  and,  above  all,  leading  scientific  men, 
were  visited.  The  information  and  advice  of  the  lat- 
ter, always  cheerfully  given,  and  in  not  a  few  cases  in 
detail  and  in  writing,  constituted  by  far  the  most  valu- 


CLARK    UNIVERSITY  77 

able  result  of  this  trip,  and  was  reported  on  later  at 
greater  length.  Much  of  this  advice  was  confidential, 
and  involved  personalities;  some  of  it  embodied  long 
and  fondly  cherished  ideals  of  great  men,  nowhere 
realized  at  that  time;  but  most  of  it  represented  the 
inner  aims,  methods,  and  ideals  of  the  best  existing 
institutions. 

During  his  absence  the  chemical  laboratory  build- 
ing was  erected  on  the  corner  of  Maywood  and  Wood- 
land Streets,  from  plans  drawn  by  a  young  engineer 
under  Mr.  Clark's  direction. 

The  opening  exercises  were  held  in  a  hall  of  the  Uni- 
versity, seating  1,500  people,  on  Wednesday,  October 
2,  1889.  The  late  General  Charles  Devens  presided, 
and  made  an  opening  address.  Addresses  were  made 
by  Senator  George  F.  Hoar  and  the  president.  The 
founder  of  the  University  stated  his  purpose  as  follows: 

"  When  we  first  entered  upon  our  work  it  was  with 
a  well-defined  plan  and  purpose,  in  which  plan  and 
purpose  we  have  steadily  persevered,  turning  neither 
to  the  right  nor  to  the  left.  We  have  wrought  upon 
no  vague  conceptions  nor  suffered  ourselves  to  be  borne 
upon  the  fluctuating  and  unstable  current  of  public 
opinion  or  public  suggestions.  We  started  upon  our 
career  with  the  determinate  view  of  giving  to  the 
public  all  the  benefits  and  advantages  of  a  university, 
comprehending  full  well  what  that  implies,  and  feeling 
the  full  force  of  the  general  understanding,  that  a 
university  must,  to  a  large  degree,  be  a  creation  ot 
time  and  experience.  We  have,  however,  boldly 
assumed  as  the  foundation  of  our  institution  the  prin- 


78  G.    STANLEY    HALL 

ciples,  the  tests,  and  the  responsibilities  of  universities 
as  they  are  everywhere  recognized — but  without 
making  any  claim  for  the  prestige  or  flavor  which  age 
imparts  to  all  things.  It  has  therefore  been  our 
purpose  to  lay  our  foundation  broad  and  strong  and 
deep.  In  this  we  must  necessarily  lack  the  simple 
element  of  years.  We  have  what  we  believe  to  be 
more  valuable — the  vast  storehouse  of  the  knowledge 
and  learning  which  has  been  accumulating  for  the 
centuries  that  have  gone  before  us,  availing  ourselves 
of  the  privilege  of  drawing  from  this  source,  open  to 
all  alike.  We  propose  to  go  on  to  further  and  higher 
achievements.  We  propose  to  put  into  the  hands  of 
those  who  are  members  of  the  University,  engaged  in 
its  several  departments,  every  facility  which  money 
can  command — to  the  extent  of  our  ability — in  the 
way  of  apparatus  and  appliances  that  can  in  any  way 
promote  our  object  in  this  direction.  To  our  present 
departments  we  propose  to  add  others  from  time  to 
time,  as  our  means  shall  warrant  and  the  exigencies 
of  the  University  shall  seem  to  demand,  always  taking 
those  first  whose  domain  lies  nearest  to  those  already 
established,  until  the  full  scope  and  purpose  of  the 
University  shall  have  been  accomplished. 

"  These  benefits  and  advantages  thus  briefly  out- 
lined, we  propose  placing  at  the  service  of  those  who 
from  time  to  time  seek,  in  good  faith  and  honesty  of 
purpose,  to  pursue  the  study  of  science  in  its  purity, 
and  to  engage  in  scientific  research  and  investigation — 
to  such  they  are  offered  as  far  as  possible  free  from  all 
trammels  and  hindrances,  without  any  religious, 
political,  or  social  tests.  All  that  will  be  required  of 
any  applicant  will  be  evidence,  disclosed  by  examina- 
tions or  otherwise,  that  his  attainments  are  such  as  to 
qualify  him  for  the  position  that  he  seeks." 


CLARK    UNIVERSITY  79 

The  University  began  with  graduate  work  only  and 
in  the  following  five  departments: 

I.    MATHEMATICS. 
II.    PHYSICS,  Experimental  and  Theoretical. 

III.  CHEMISTRY,  Organic,  Inorganic,  Physical  and 

Crystallography. 

IV.  BIOLOGY,  including  Anatomy,  Physiology  and 

Paleontology. 

V.    PSYCHOLOGY,    including   Neurology,   Anthro- 
pology and  Education. 

A  sub-department  of  Education  was  established  in 
1892,  and  the  department  of  Chemistry  was  tempor- 
arily discontinued  in  1894. 

To  express  more  explicitly  the  character  and  policy 
of  the  institution,  the  Trustees  voted  to  approve  and 
publish  the  following  statement: 

"As  the  work  of  the  University  increases,  its  settled 
policy  shall  be  always  to  first  strengthen  departments 
already  established,  until  they  are  as  thorough,  as 
advanced,  as  special,  and  as  efficient  as  possible, 
before  proceeding  to  the  establishment  of  new  ones. 

"  When  this  is  done  and  new  departments  are  estab- 
lished, those  shall  always  be  chosen  first  which  are 
scientifically  most  closely  related  to  departments 
already  established;  that  the  body  of  sciences  here 
represented  may  be  kept  vigorous  and  compact,  and 
that  the  strength  of  the  University  may  always  rest, 
not  upon  the  number  of  subjects,  nor  the  breadth  or 
length  of  its  curriculum,  but  upon  its  thoroughness  and 
its  unity. 

"  This  shall  in  no  wise  hinder  the  establishment,  by 


80  G.    STANLEY    HALL 

other  donors  than  the  founder,  of  other  and  more 
independent  departments  if  approved  by  the  Trustees. 
"  While  ability  in  teaching  shall  be  held  of  great 
importance,  the  leading  consideration  in  all  engage- 
ments, reappointments,  and  promotions  shall  be  the 
quality  and  quantity  of  successful  investigation." 

Arriving  in  Worcester  in  April,  1889,  to  take  up  his 
active  duties  as  President  of  the  University,  Dr.  Hall 
and  his  family  stayed  at  the  home  of  the  founder  for 
several  months.  In  the  fall  he  purchased  the  brick 
house  on  the  corner  of  Woodland  and  Downing  streets, 
where  he  has  since  resided.  The  property  is  directly 
across  from  the  site  occupied  by  the  University  and  in 
1905  he  sold  it  to  the  University.  His  family  consisted 
of  his  wife  and  two  children,  Robert  Granville,  born 
Feb.  7,  1881,  and  Julia  Fisher,  born  May  30,  1882. 

He  opened  his  office  at  the  University  building  on 
the  28th  day  of  April,  1889,  and  put  in  a  most  strenuous 
five  months  in  preparing  for  the  opening  of  the  insti- 
tution October  2nd.  His  ideals  were  high  and  he 
labored  hard  to  carry  them  out.  In  his  first  report  to 
the  Board  of  Trustees  in  October,  1890,  he  says: 

"  It  must  be  of  the  highest  and  most  advanced 
grade,  with  special  prominence  given  to  original  re- 
search." 

"  We  must  not  attempt  at  once  to  cover  the  entire 
field  of  human  knowledge,  but  must  elect  a  group  of 
related  departments  of  fundamental  importance,  and 
concentrate  all  our  care  to  make  these  the  best  possible. 

"  We  must  seek  the  most  talented  and  best  trained 
young  men.  We  must  not  exploit  them  for  the  glory 


I 


CLARK    UNIVERSITY  81 

of  the  institution,  work  them  in  a  machine,  nor  retard 
their  advancement,  but  we  must  give  them  every 
needed  opportunity  and  incentive.  Their  salaries 
must  be  among  the  very  best  in  the  country,  yet  we 
must  not  ask  them  to  spend  their  best  energies  in 
teaching  and  earning  tuition  fees  for  the  university, 
and  must  leave  open  all  possibilities,  should  such  prob- 
lems as  individual  fees,  a  periodic  year  in  Europe,  etc., 
arise  later.  We  must  give  to  those  who  know  how  to 
value  it  such  facilities  as  we  are  able,  that  they  may  work 
for  science  and  for  themselves,  requiring  in  return  only 
a  limited  amount  of  mutual  instruction,  special  and 
advanced  enough  to  aid  rather  than  divert  from  re- 
search (and  no  one  is  so  eager  and  so  able  to  teach  the 
few  fit  as  a  discoverer),  and  careful  conformity  to  a 
few  obvious  regulations." 

"  The  relation  of  the  university  to  the  college  has 
the  same  perplexities  as  that  of  the  college  to  the 
preparatory  school.  Sometimes  young  men  are  not 
sufficiently  trained  in  college  to  utilize  all  the  advantages 
of  the  university,  still  less  to  engage  in  original  re- 
search, and  sometimes  able  men  are  held  back  in  post- 
graduate courses  in  small  colleges,  which  do  their  proper 
work  admirably,  but  lack  the  means  to  offer  the  far 
larger  and  more  costly  opportunities  of  the  university. 
The  A.B.  degree  is  now  a  finality  for  no  scholar,  and 
if  it  be  that  changes  impend  that  may  bring  it  earlier, 
and  that  the  incalculable  advantages  of  real  university 
life  and  work  in  our  own  country  be  opened  to  more 
and  more  of  these  graduates,  then  our  problem  of 
making  a  better  adaptation  of  our  work  to  colleges 
generally  and  individually  becomes  increasingly  im- 
perative— the  more  so,  as  we  are,  I  believe,  the  only 
university  in  the  country  which  does  not  draw  its 
chief  earnings  from  and  do  most  of  its  teaching  for 


82  G.     STANLEY    HALL 

undergraduates,  and  many,  if  not  most  of  its  so-called 
students,  take  undergraduate  courses.  In  no  univer- 
sity has  the  proportion  of  expenditure  to  income 
been  so  high  as  here,  for,  although  our  tuition  is  higher 
than  any  university  or  college  known  to  me,  we  can 
admit  but  very  few  students.  We  must,  therefore, 
give  precedence  to  the  very  best  and  make  full  mem- 
bership in  Clark  University  an  honor.  This,  however, 
need  not  prevent  us  from  abating  tuitions  in  worthy 
cases,  nor  even  from  holding  quizzes  or  brief  and  special 
preparatory  courses  for  graduates  who  are  promising 
but  not  fully  qualified  to  use  to  the  uttermost  the  oppor- 
tunities here,  should  we  later  desire  to  do  so. 

"  For  those  students  whom  we  receive  we  should  do 
everything  possible  for  instructors  to  do.  They  should 
be  personally  aided,  guided  to  the  best  literature,  and 
advanced  by  every  method  that  pedagogic  skill  and 
sympathy  can  devise.  They  should  feel  all  the  enthu- 
siasm, understand  all  the  interests,  and  all  the  methods 
of  the  instructor.  He  should  confidentially  share 
with  them  all  his  hopes  and  plans  for  research.  A  great 
leader  in  science  in  Europe  lately  said  in  substance 
that  he  who  has  reserves  from  his  own  select  and 
nearest  student-apprentices,  and  has  not  learned  the 
wisdom  of  sharing  his  choicest  ideas  freely  with  those 
he  instructs  without  fear  that  they  will  be  appropri- 
ated to  his  detriment,  is  not  himself  fertile  in  ideas, 
and  is  a  pedagogue  rather  than  a  professor.  The  best 
and  most  advanced  students  will  best  and  keenest  and 
most  lastingly  appreciate  all  this,  and  every  other 
effort  in  their  behalf,  whether  by  professors  or  by  the 
authorities  of  the  university.  The  chief  study  of  the 
latter  is  that  every  one  here  be  so  placed  that  he  may 
do  the  best  and  the  most  work  of  which  he  is  capable. 
They  are  quick  to  share  the  pleasure  and  pride  in  his 


CLARK    UNIVERSITY  83 

every  achievement,  and  feel  every  token  of  appreci- 
tion  he  may  receive  from  the  competent  expert,  or 
which  he  in  return  is  sure  to  feel  for  their  endeavors." 

"  The  most  important  part  of  our  work  is  research, 
and  we  wish  soon  to  be  ready  to  be  chiefly  judged  by 
the  value  of  our  contributions  to  the  sum  of  human 
knowledge.  By  the  unanimous  vote  of  the  board  of 
trustees,  approved  by  a  unanimous  vote  of  the  faculty, 
the  leading  consideration  in  all  engagements,  re- 
appointments  and  promotions,  must  be  the  quality 
and  quantity  of  successful  investigation.  This  sig- 
nificant step  gives  us  a  unique  character,  and  makes 
most  of  our  problems  new  ones." 

"  In  a  new  movement  of  such  magnitude  and  im- 
portance, we  must  go  slowly  to  go  surely." 

But  with  a  founder  who  could  not  understand  these 
ideals  and  who  gave  no  intimation  of  his  real  wealth; 
with  a  faculty  of  very  earnest  and  very  ambitious 
scientists;  with  an  income  that  did  not  cover  the  salary 
list,  serious  difficulties  and  misunderstandings  were 
inevitable.  Dr.  Hall  probably  had  all  this  in  mind 
when  he  wrote,  in  the  same  report: 

"  Our  great  work,  now  in  its  most  interesting,  form- 
ative stage,  where  the  very  highest  ideas  may  not  be 
without  some  practical  results,  should  inspire  all  with 
a  passion  for  harmony  and  co-operation,  and  even  if 
need  be  for  forbearance  and  mutual  concession.  Per- 
haps none  of  us  will  ever  see  again  an  opportunity  so 
precious;  and,  for  a  movement  in  the  field  of  highest 
education  in  this  country,  of  great  historic  and  nation- 
al significance. 

"  While,  however,  we  must  go  slowly,  we  cannot 


84  G.    STANLEY    HALL 

afford  to  go  too  slowly.  The  present  opportunity  is 
without  precedent  in  our  educational  history.  Never 
were  educational  opinions  so  plastic  and  formative,  or 
all  minds  so  receptive,  or  so  bent  on  better  things  in 
higher  education  as  now.  On  several  important  next 
steps  the  information  is  all  in  and  digested,  and  we  are 
all  agreed,  and  serious  loss  and  grave  disappointment 
of  great  expectation,  which  many  years  will  be  re- 
quired to  efface  will,  I  am  fully  convinced,  follow  long 
delay.  The  present  opportunity  to  set  noble  fashions, 
to  give  the  right  direction  to  strong  and  important 
currents  without,  possibly  no  less  valuable  than  the 
best  and  most  we  dare  hope  or  wish  for  ourselves 
within,  is  precious  and  cannot  last." 

Lack  of  frankness  and  lack  of  funds  brought  about 
strained  relations  between  Founder,  President  and 
Faculty  which  culminated  in  the  resignation  of  a 
number  of  the  latter  in  the  summer  of  1892. 

The  University  opened  its  fourth  year  September 
27,  1892,  with  twelve  instructors  and  forty  students. 
Every  member  of  the  staff  was  enthusiastically  de- 
voted to  the  ideals  of  the  University  and  if  the  years 
1892-1900  were  those  of  its  poverty  in  money, — with 
an  income  of  only  $28,000  a  year, — they  were  rich  in 
scientific  productivity.  Every  member  of  the  staff  of 
1892  stuck  to  his  post,  in  spite  of  offers,  in  many  cases, 
of  more  lucrative  positions  elsewhere,  for  the  next 
twenty-one  years,  when  Dr.  Hodge  broke  the  tradition 
by  resigning  to  enter  a  larger  field  of  work  in  the 
State  of  Oregon. 

Dr.  Hall  in  his  address  at  the  celebration  of  the 


CLARK    UNIVERSITY  85 

tenth  anniversary  summed  up  the  early  days  of  the 
University  and  some  of  its  ideals,  thus: 

No  time  in  the  history  of  the  country  could  have 
been  more  favorable  than  the  beginning  of  this  period 
for  a  great  and  new  university  foundation.  The  epoch- 
making  work  of  the  Johns  Hopkins  University,  which 
for  the  preceding  decade  had  made  Baltimore  the 
brightest  spot  on  the  educational  map  of  the  country, 
and  was  the  pioneer  in  the  upward  movement,  had 
leavened  the  colleges  and  roused  them  from  the  life 
of  monotony  and  routine  which  then  prevailed,  and 
kindled  a  strong  and  widespread  desire  for  better 
things.  The  significance  of  the  work  of  that  institu- 
tion can  hardly  be  overestimated.  But  financial  clouds 
had  already  begun  to  threaten  this  great  Southern 
luminary,  and  there  were  indications  that,  if  the  great 
work  it  had  begun  was  to  be  carried  on,  parts  of  it, 
at  least,  must  be  transplanted  to  new  fields. 

"  It  was  at  this  crisis  that  our  munificent  Founder 
entered  the  field  with  the  largest  single  gift  ever  made 
to  education  in  New  England,  and  one  of  the  largest 
in  the  world,  and  with  the  offer  of  more  to  come,  if 
sufficient  co-operation  was  forthcoming.  He  selected 
Worcester  as  the  site  of  his  great  enterprise  with  a 
piety  to  the  region  of  his  nativity  worthy  of  the  great- 
est respect  and  emulation,  and  in  addition  to  the  ful- 
filment of  his  pledges  gave  it  the  benefit  of  his  own 
previous  wide  studies  of  education  in  Europe,  and  con- 
tributed wisely  matured  plans  and  constant  personal 
oversight  and  labor  for  years.  It  is  as  strenuously  en- 
gaged in  this  highest  of  all  human  endeavors  that  the 
world  knows  him,  and  that  we  shall  remember  him,  and 
I  am  sure  that  we  all  unite  today  first  of  all  in  sending 
him  in  the  retirement  his  health  demands  (although  it 


86  G.    STANLEY    HALL 

cannot  assuage  his  interest  to  see  the  work  of  his  hands 
prosper)  our  most  cordial  greetings  and  our  most 
hearty  congratulations. 

"  With  a  dozen  colleges  within  a  radius  of  one 
hundred  miles  doing  graduate  work,  the  plainest  logic 
of  events  suggested  at  once  a  policy  of  transplanting  to 
this  new  field  part  of  the  spirit  of  the  Johns  Hopkins 
University,  and  taking  here  the  obvious  and  almost 
inevitable  next  step  by  eliminating  college  work,  al- 
though the  chief  source  of  income  by  fees  was  thereby 
also  sacrificed,  and  thus  avoiding  the  hot  and  some- 
times bitter  competition  for  students,  waiving  the  test 
of  numbers,  and  being  the  first  upon  the  higher  plane 
of  purely  graduate  work,  selecting  rigorously  the  best 
students,  seeking  to  train  leaders  only,  educating  pro- 
fessors, and  advancing  science  by  new  discoveries. 
It  was  indeed  a  new  field  wide  open  and  inviting,  the 
cultivation  of  which  was  needed  to  complete  our 
national  life;  the  preliminary  stages  of  its  occupancy 
all  finished,  yes,  necessary  almost  as  a  work  of  rescue 
for  the  few  £lite  graduates  who  wished  to  go  beyond 
college  but  not  into  any  of  the  three  professions,  and 
who  had  had  hitherto  a  pathetically  hard  time.  The 
call  to  the  President  gave  assurance  of  the  highest 
aims  and  of  perfect  academic  freedom,  a  pledge  that 
has  been  absolutely  kept.  He  was  sent  to  Europe  a 
year  on  full  pay  to  learn  the  best  its  institutions  could 
teach,  and  the  Faculty  that  first  fore-gathered  here  has 
never  been  excelled  in  strength,  if  indeed  it  has  ever 
been  equaled  anywhere  for  its  size.  Story,  an  instruc- 
tor at  Harvard,  colleague  and  friend  of  Sylvester, 
formerly  acting  editor  of  the  chief  mathematical  jour- 
nal of  the  country  and  co-head  of  his  department  at 
Baltimore,  founder  of  another  journal  here,  who  has 
enriched  his  department  by  contributions,  the  list  of 


CLARK    UNIVERSITY  87 

which  tells  its  own  story;  Michelson,  who  while  here 
accepted  an  invitation  of  the  French  Government  to 
demonstrate  in  Paris  his  epoch-making  discoveries  in 
the  field  of  light,  which  he  did  while  on  our  pay-roll — 
lately  especially  honored  by  learned  societies  at  home 
and  abroad,  now  head  of  one  of  the  best-equipped  and 
largest  laboratories  in  the  world,  and  still  continuing 
his  brilliant  contributions  to  the  sum  of  human  knowl- 
edge; Whitman,  now  head  of  another  great  university 
laboratory,  trainer  of  many  young  professors,  founder 
and  editor  of  the  best  and  most  expensive  biological 
journal,  head  of  Woods  Roll  marine  laboratory  and 
summer  school,  one  of  the  best  of  its  kind  in  the  world, 
himself  a  contributor  to  his  science;  Michael,  than 
whom  America  had  not  produced  a  more  promising 
or  talented  chemist,  the  list  of  whose  published  works 
would  be  far  too  long  to  read  here;  Nef,  perhaps  our 
most  brilliant  young  chemist,  and  now  head  of  one  of 
the  largest  and  best-equipped  laboratories  in  the  world, 
and  with  a  power  of  sustained  original  work  rarely 
excelled;  Mall,  now  full  professor  at  the  Johns  Hop- 
kins University,  and  head  of  the  great  new  anatomical 
laboratory  and  museum  there,  whose  published  con- 
tributions are  admirable  illustrations  of  both  the  great 
caution  and  boldness  needed  by  a  student  in  his  field; 
Boas,  the  leading  American  in  physical  anthropology, 
now  a  professor  at  Columbia;  Loeb,  almost  the  first 
expert  that  this  country  could  boast  in  the  new  phys- 
ical chemistry  in  the  sense  of  Ostwald,  now  head  of  his 
department  in  the  University  of  the  City  of  New  York; 
Bolza,  an  almost  ideal  teacher,  suggesting  the  great  Kir- 
choff  in  the  perfection  of  his  demonstrations;  the  bril- 
liant and  lamented  Baur,  leader  of  the  expedition  to  the 
Galapagos  Islands  made  possible  by  the  gift  of  Worces 
ter's  patron  saint  of  so  many  good  enterprises,  Mr.  Salis- 


88  G.    STANLEY    HALL 

bury;  Donaldson,  now  dean  of  the  graduate  school  of 
the  University  of  Chicago,  author  of  the  best  handbook 
in  English  on  the  brain,  with  a  caution,  poise,  and 
diligence  befitting  the  successful  investigator  in  that 
dangerous  but  fascinating  field;  Mulliken,  suddenly 
placed  in  a  position  of  great  difficulty,  discharged  its 
duties  with  rare  ability  and  discretion  for  one  so  young; 
Lombard,  now  professor  in  Michigan,  genial,  assidu- 
ous, a  gifted  teacher  and  enthusiastic  student;  White, 
scholarly,  able,  a  born  teacher  and  student;  McMur- 
rich,  an  untiring  investigator  and  a  lucid  inquirer  after 
knowledge;  those  now  here,  who  have  since  become  so 
well-known,  Burnham,  Chamberlain,  Hodge,  Perott, 
Sanford,  Taber,  and  Webster;  these,  not  to  mention 
many  others,  then  only  fellows,  but  who  have  achieved 
so  much  in  their  work  and  positions  since, — these  are 
the  men  and  others  whose  presence  on  this  spot,  whose 
high  intercourse  and  whose  stimulating  personal  con- 
tact with  each  other,  whose  ardor  and  devotion  in  the 
pursuit  of  knowledge,  whose  healthful  emulation  in 
achievement,  made  this  almost  classic  ground  and  the 
cynosure  of  the  eyes  of  all  those  in  this  country  who 
love  science  for  its  own  sake.  With  the  wealth,  wis- 
dom, and  interest  of  our  Founder,  with  the  high  char- 
acter and  culture  of  our  Board  of  Trustees,  with  the 
intelligence  of  such  a  community  of  old  New  England, 
with  an  atmosphere  of  intellectual  freedom,  with 
unique  and  precious  exemption  from  the  drudgery  of 
excessive  teaching  and  examinations,  with  the  youth 
of  the  Faculty,  none  of  whom  had  reached  the  zenith 
of  their  maturity,  with  substantial  and  ample  build- 
ings, abundant  and  forthcoming  funds  for  equipment, 
few  rules  and  almost  no  discipline  or  routine  of  faculty 
meetings,  the  motto  on  our  seal,  fiat  lux,  our  university 
color  white, — is  it  any  wonder  if  some  of  our  young 


CLARK    UNIVERSITY  89 

men  saw  visions  and  dreamed  dreams,  or  perhaps  in 
some  cases  fell  in  love  with  the  highest  ideals,  or  that 
the  very  memory  of  the  first  stage  of  our  history  is 
today,  as  it  has  been  in  darker  hours,  a  most  precious 
memory  and  a  basis  of  an  all-sustaining  hope? 

"  To  these  days  of  our  prime  to  which  our  former 
students  and  professors  recur  with  joy,  and  in  whose 
breasts  the  processes  of  idealization  of  them  have 
already  begun,  days  which  were  pervaded  by  senti- 
ments of  joy  and  hope  very  like  those  which  animated 
the  best  years  of  the  Johns  Hopkins  University, 
we  have  often  reverted  since  in  soberer  hours  with 
longing  thoughts  of  what  might  have  been  had  the 
University  continued  in  all  its  pristine  strength.  Not 
one  weak,  dull,  or  bad  man  in  our  faculty,  all  given 
not  only  leisure,  but  every  possible  incentive  to  do  the 
very  best  work  of  which  they  were  capable,  with  a 
founder  and  a  board  of  control  who  realized  that  a 
new  endowment  should  do  new  things,  and  that  the 
best  use  of  money  is  to  help  the  best  men,  we  entered 
a  field  very  largely  new  and  with  as  bright  prospects 
as  we  could  wish. 

"  But  life  has  its  contrasts  and  competitions.  The 
reductions  of  our  force,  which  occurred  at  the  end  of 
the  third  year,  sad  to  us  almost  beyond  precedent, 
although  helpful  elsewhere,  may  be  ascribed  to  fate, 
disease,  or  to  the  very  envy  of  the  gods.  Some  in- 
cidents should  remain  unwritten,  but  it  should  be  known 
that  our  trustees  foresaw  from  the  beginning  of  the 
year  one  of  the  gravest  of  crises,  and  met  it  with  an 
unanimity,  a  wisdom,  and  a  firmness  which  even  in 
the  light  of  all  that  has  transpired  since,  I  think, 
could  not  be  improved  on.  The  pain  of  it  all  has 
faded,  the  glad  hand  has  been  extended  and  accepted 
by  nearly  if  not  quite  all  who  left  us;  the  lessons  of 


90  G.     STANLEY    HALL 

adversity  have  been  learned  and  laid  well  to  heart, 
and  we  hope  and  believe  that  these  and  all  their  at- 
tendant incidents  may  be  considered  closed. 

"Although  nearly  half  our  faculty  and  students  left 
us  in  the  hegira,  and  our  income  had  dropped  in  almost 
the  same  proportion,  and  only  the  departments  of 
psychology  and  mathematics  remained  nearly  intact, 
we  fortunately  had  left  in  every  department  young 
men  as  promising  as  any  in  the  land.  They  needed 
simply  to  grow,  and  never  has  there  been  such  an 
environment  for  a  faculty  to  develop  as  in  this  '  para- 
dise of  young  professors,'  as  a  leading  college  president 
has  called  this  University.  To  Darwin  the  greatest 
joy  of  life  was  to  see  growth;  and  to  see  the  unfold- 
ment  of  these  youthful,  intellectual  £lite,  and  to  feel 
the  sense  of  growth  with  them  as  all  near  them  must, 
is  a  satisfaction  almost  akin  to  the  rapture  of  discovery 
itself.  Now  the  years  have  done  their  work,  and  our 
faculty,  although  smaller,  was  never  stronger,  never 
more  prolific,  stimulating  and  attractive  to  students, 
in  proportion  to  its  size,  than  it  is  to-day.  There  has 
never  been  such  loyalty  to  the  institution  and  its 
ideals,  such  readiness  to  endure  the  petty  and  the  great 
economies  now  necessary,  such  prompt  and  frequent 
refusals  of  larger  salaries  elsewhere,  and  so  strong  a 
sentiment  that,  so  long  as  a  man  has  growth  in  him, 
our  incentive,  opportunity  and  plan  of  work  are  of 
more  value  than  a  large  increase  of  salary. 

"  These  changes  involved,  however,  but  little 
reduction  of  the  number  of  instructors  or  of  students, 
but  materially  decreased  for  a  time  the  efficiency  of 
the  University.  Since  the  end  of  the  third  year,  the 
President,  who  was  not  required  to  teach,  has  done 
full  professorial  duty  in  addition  to  that  of  adminis- 
tration, has  established  a  seminary  at  his  house  three 


CLARK    UNIVERSITY  91 

hours  each  week  through  the  entire  academic  year, 
and  founded  and  conducted  at  his  own  expense  a  new 
educational  journal.  The  income-bearing  summer 
school  has  been  organized  and  conducted  during  the 
past  seven  years  with  the  active  and  efficient  cooper- 
ation of  a  large  local  advisory  board.  .  .  .  Hardly 
a  ripple  has  marred  the  harmony  within  the  University 
during  these  last  seven  years,  and  every  man,  student 
and  instructor  alike,  has  been  hard  at  work  and  en- 
thusiastic for  our  own  unique  and  individual  method 
and  plan.  .  .  .  One  thing,  at  least,  is  true  so 
far,  hardship  has  no  whit  lowered  our  aims  or  diluted 
our  quality,  but  if  anything  has  had  the  reverse  in- 
fluence; and  I  fervently  trust  (and  think  I  can  speak 
on  this  point  with  confidence  for  the  entire  faculty) 
that  this  may  be  the  case  throughout  all  the  infinite 
future  that  endowments  like  this  in  a  country  like 
ours  have  a  right  to  expect.  Although  influences  are 
too  subtly  psychological  to  be  traced,  I  am  writing 
our  history,  and  find  it  a  most  inspiring  theme,  and  I 
believe  it  adds  already  a  very  bright  and  hopeful  page 
to  the  records  of  higher  education  in  the  country,  and 
one  which  history  will  brighten  to  epochal  significance. 
It  has,  on  the  whole,  in  it  one  clear  note,  not  of  dis- 
couragement, but  of  hope  and  confidence. 

Have  we  duly  considered,  even  the  best  of  us,  what 
a  real  university  is  and  means,  how  widely  it  differs 
from  a  college,  and  what  a  wealth  of  vast,  new,  and  in 
themselves  most  educative  problems  it  opens?  A 
college  is  for  general,  the  university  for  special,  culture. 
The  former  develops  a  wide  basis  of  training  and  in- 
formation, while  the  latter  brings  to  a  definite  apex. 
One  makes  broad  men,  the  other  sharpens  them  to  a 
point.  The  college  digests  and  impresses  second-hand 
knowledge  as  highly  vitalized  as  good  pedagogy  can 


92  G.    STANLEY    HALL 

make  it,  while  the  university,  as  one  of  its  choicest 
functions,  creates  new  knowledge  by  research  and 
discovery.  .  .  .  Satisfied,  yes  proud,  as  we  are 
today  to  submit  to  Worcester,  to  sister  institutions, 
and  the  country,  the  records  of  our  work  when  compared 
with  our  means,  we  have  lived,  and  even  now  live  and 
walk,  let  us  confess  it,  to  a  great  extent  in  faith  and 
hope,  looking  confidently  to  a  future  larger  than  our 
past  has  been,  with  steadfast  and  immovable  con- 
viction that  our  cause  is  the  very  highest  of  all  the 
causes  of  humanity,  but  ready  even  ourselves,  if  need 
be,  to  labor  on  yet  longer  in  the  captivity  of  straitened 
resources,  being  fully  persuaded  that  our  redeemer 
liveth  and  that  in  due  time  he  shall  appear. 

With  increased  resources,  since  the  death  of  the 
founder  and  his  wife,  the  University  has  grown.  In 
1907  the  department  of  Chemistry  was  reopened; 
departments  of  History  and  Economics  have  been 
added;  a  special  instructor  in  Philosophy  appointed, 
and  two  new  buildings  have  been  erected,  one  in 
1902  and  the  other  in  1910. 

The  numbers  have  increased  (1912-1913)  to  25 
instructors  and  90  students. 


I 

5 
I 


VI 
PERSONAL    TRAITS 


If  any  single  word  may  be  used  to  symbolize  a  man, 
the  most  appropriate  word  in  President  Hall's  case  is 
action — not  the  restlessness  that  impels  a  man  to 
flit  from  one  thing  to  another  as  the  proverbial  bee 
flits  from  flower  to  flower,  but  the  passion  for  doing 
things  that  absorbs  every  waking  moment  of  the  day, 
every  day  of  the  week,  and  every  week  of  the  year. 
In  "  Founders  of  Modern  Psychology,"  he  says, 
"  Goethe's  '  Faust '  teaches  us  that  there  is  no  satis- 
faction in  knowledge,  none  in  pleasure,  but  that  in 
action  is  salvation."  He  rises  early  and  is  at  his 
desk  often  before,  seldom  later  than,  eight  o'clock. 
Having  dispatched  his  correspondence,  he  turns  at 
once  to  the  work  he  happens  to  have  on  hand,  and 
sticks  at  it  closely  until  his  lecture  hour — which  is 
always  eleven — or  until  dinner  time.  He  says  he  has 
lectured  for  so  many  years  from  eleven  to  twelve  that 
he  finds  even  in  vacation  time  he  is  more  talkative 
at  that  hour  than  at  any  other.  After  dinner,  he 
spends  from  three  to  four  hours,  in  term,  in  conferences 
with  individual  students,  taking  up  each  man's  prob- 
lem in  turn,  advising  new  lines  of  approach,  suggesting 
methods  or  literature,  often  sending  the  student  away 
with  books  and  pamphlets  from  his  own  library  or 
notes  from  his  own  files.  At  five  o'clock  he  usually 


94  G.    STANLEY    HALL 

starts  for  a  good  stiff  walk  of  an  hour  or  more.  Many 
of  his  students  have  joined  him  in  these  tramps  and 
found  that  what  seemed  to  refresh  and  invigorate  him 
left  them  pretty  well  tired  out.  He  is  not  content  to 
walk  the  paved  streets,  he  must  get  out  into  the 
country — the  hilly  country — and  climb  some  eminence 
at  a  pace  that  has  often  filled  a  younger  man  with  envy. 
When  Edward  P.  Weston  passed  through  Worcester 
on  a  walking  trip  in  February,  1908,  Dr.  Hall  met  him 
in  front  of  the  University  building  and  said: 

"  This  walk  reminds  me  of  the  fact  that  in  walking 
you  use  more  than  one-half  of  all  the  muscles  of  the 
body.  It  is  the  best  exercise  of  all.  Not  only  does 
it  strengthen  so  many  muscles,  but  it  has  its  beneficial 
effect  on  the  heart  and  lungs.  It  will  keep  you  well 
and  strong  if  you  follow  it  up. 

"  The  better  that  young  men  are  physically  the 
better  they  are  apt  to  be  morally. 

"  It  is  a  pathetic  sight  to  me  to  see  a  young  man  or 
a  young  woman  waiting  ten,  fifteen  or  even  twenty 
minutes  on  a  street  corner  to  catch  a  car  to  go  three 
blocks." 

In  his  "  Notes  on  Early  Memories,"  he  says: 

"  I  am  a  faddist  on  hill-climbing,  because  it  exer- 
cises the  heart  and  lungs  so  much  neglected  in  seden- 
tary habits,  and  exercising  just  those  movements 
most  natural  and  healthy,  gives  a  sense  of  overcoming 
and  surmounting  with  a  peculiar  exhilaration  on  every 
hill  top  attained,  with  a  sentiment  of  victory  in  the 
doing,  of  breadth  and  exultation  in  the  end,  besides 
enabling  one  to  straighten  out  the  axes  of  eye  muscles 
and  accommodate  for  a  distance. 


PERSONAL    TRAITS  95 

"Again,  a  hill  is  a  good  dynamometer.  Many  years 
ago  I  began  every  summer  to  climb  a  distant  hill  and 
get  back  to  the  hotel,  from  which  I  started  as  speedily 
as  possible  nearly  every  day  at  five  o'clock,  and  noted 
the  time  and  have  kept  my  record  these  many  years. 
From  my  teens  to  the  present  time,  I  can  walk  rapidly 
on  the  first  heat  just  about  so  far  before  my  breath 
and  legs  become  uncomfortable,  and  I  want  to  pause. 
This  is  approximately  a  constant,  and  has  not  varied 
perceptibly  in  all  these  decades.  For  a  long  stretch 
of  hill  climbing,  however,  the  case  is  very  different. 
Training  decreases  my  time  much.  Beginning  last 
year  with  one  hour  and  a  quarter,  at  the  end  of  a  month 
I  could  do  the  same  work  with  about  the  same  forcing 
in  forty-nine  minutes.  I  hope  to  keep  this  record  yet 
many  years,  and  although  it  will  be  sad  when  the  in- 
evitable senescent  diminution  occurs,  the  curve  may 
have  a  little  interest." 

A  light  supper,  and  he  is  at  his  desk  again  before 
eight  o'clock,  where  he  works  steadily  until  twelve  or 
one  in  the  morning.  Perhaps  once  a  week  he  will 
walk  down  town  about  nine  o'clock,  drop  into  a  theatre 
or  some  entertainment  and  get  back  to  work  again 
soon  after  ten. 

Professor  James  once  said  of  him: 

"  I  never  hear  Hall  speak  in  a  small  group  or  before 
a  public  audience  but  I  marvel  at  his  wonderful 
facility  in  extracting  interesting  facts  from  all  sorts 
of  out  of  the  way  places.  He  digs  out  data  from 
reports  and  blue  books  that  simply  astonish  one.  I 
wonder  how  he  ever  finds  time  to  read  so  much  as  he 
does— but  that  is  Hall." 


96  G.    STANLEY    HALL 

There  is  a  tradition  that  he  once  devoted  his  lecture 
hour  to  a  careful  review  of  a  600-page  German  volume 
that  had  only  come  into  his  hands  the  previous  evening. 
He  is  a  very  rapid  reader  and  possesses  the  rare  faculty 
of  detecting  at  a  glance  any  new  fact  or  new  point 
of  view  on  a  printed  page.  Unlike  many  college  pro- 
fessors, he  does  not  hesitate  to  dismiss  a  book  with 
scant  courtesy  if  it  is  a  mere  compilation  or  a  restate- 
ment of  accepted  views.  He  reads  French,  German 
and  English  with  equal  ease,  and  prefers  a  book  in  the 
original  to  a  translation.  He  still  writes  reviews  of 
books  for  his  journals,  although  of  late  years  these 
have  become  all  too  short  and  condensed,  and  one  re- 
grets the  change  from  the  splendid  reviews  he  contrib- 
uted to  the  early  volumes  of  the  American  Journal  of 
Psychology  and  the  Pedagogical  Seminary. 

He  goes  out  very  little  in  society,  is  not  a  diner-out, 
and  belongs  to  few  clubs.  As  a  young  man  he  smoked 
a  little,  but  gave  it  up  for  a  number  of  years;  about 
fifteen  years  ago  he  resumed  the  habit  and  now  smokes 
regularly.  He  has  had  but  one  serious  illness  for  over 
thirty  years — an  attack  of  diphtheria  in  1890 — is  a 
most  active  man  for  his  age,  running  up  stairs  two  or 
three  steps  at  a  time  or  vaulting  a  stone  wall  with  the 
agility  of  a  lad  of  fifteen. 

He  ranks  as  one  of  the  few  men  who  can  talk  as 
well  as  he  can  write.  As  a  public  speaker  he  is  easy, 
given  to  few  gestures,  yet  delivering  his  words  with  a 
force  that  carries  conviction.  In  his  public  lectures  he 
usually  has  a  message  and  succeeds  in  keeping  the 


PERSONAL    TRAITS  97 

interest  of  his  audience  to  the  end.  In  the  lecture 
room  before  his  classes  he  attempts  no  tricks  of  oratory. 
His  lectures  show  evidences  of  long  and  careful  prepa- 
ration, while  his  students  are  sometimes  driven  to 
despair  as  they  listen  to  references  without  end,  which 
he  often  reads  off  at  a  very  rapid  rate.  Sometimes  in 
lecturing  upon  a  new  subject,  he  appears  laden  with 
books  and  manuscript.  These  are  passed  around 
among  the  members  of  the  class,  attention  called  to 
particular  chapters,  paragraphs  or  sentences — in  fact, 
the  whole  process  of  working  up  the  lecture  is  laid 
bare  before  his  students. 

He  is  a  man  of  intense  curiosity  and  fond  of  new 
experiences.  This  is  well  shown  in  his  paper,  pub- 
lished in  Appleton's  Magazine  for  June,  1909,  entitled, 
"A  Man's  Adventure  in  Domestic  Industries."  Al- 
though the  adventures  are  said  to  be  those  of  "a 
friend"  it  is  quite  clear  that  he  is  relating  personal 
experiences. 

Dr.  Hall  has  often  said  that  his  life  has  been  more  or 
less  characterized  by  a  succession  of  different  interests, 
each  of  which  has  been  predominant  over  all  others 
for  a  time,  but  has  gradually  faded  like  a  dissolving 
view  into  the  next,  and  that  his  real  inner  life  history 
is  measured  by  these.  They  were  at  first  very  diverse, 
but  with  advancing  maturity  they  focussed  down, 
fortunately  for  his  career,  into  various  subdivisions  of 
the  same  department.  As  a  boy  of  nine  or  ten  with  his 
first  gun  came  the  first  great  craze,  to  be  a  hunter. 
Every  spare  moment  was  spent  in  hunting,  in  shooting 


98  G.    STANLEY    HALL 

things,  permissible  and  not  permissible,  collecting 
wings,  tails,  beaks,  etc.  When  he  was  about  twelve 
the  dominant  craze  was  music,  and  he  thought  he 
would  be  a  great  player  or  singer.  This  fever,  quite 
hot  while  it  lasted,  faded,  and  then  came  the  craze 
for  history,  with  persistent  reading  of  Bancroft,  Hume, 
Gibbon,  and  many  others,  not  at  all  well  understood 
but  with  dreams  of  a  big  library.  He  wrote  school 
compositions  on  historical  events  and  personages, 
thumbed  and  wore  out  two  universal  histories,  and 
made  rather  a  feeble  attempt  to  collect  little  historical 
sketches  of  every  country  in  the  world.  In  his  college 
days  the  first  craze  was  literature,  where  as  a  member 
of  the  "  Junto  "  he  was  ambitious  to  read  everything 
of  importance,  and  did  read  very  hard.  The  inception 
period  to  this  fervor  went  back  for  some  years,  but 
its  high  water  mark  was  probably  the  junior  year  in 
college  and  coincided  with  elaborate  dissertations  on 
many  of  the  great  writers.  This  nascent  period  of 
literary  interest  was  the  first  which  survived  and  left 
some  trace  in  later  years.  Out  of  this,  about  his 
senior  year,  grew  an  interest  in  philosophy,  of  the 
somewhat  metaphysical,  moral  type,  and  prompted 
an  immense  deal  of  hard  reading  of  the  works  of 
Cudworth,  Hickock,  Hamilton,  Locke,  Edwards,  Cole- 
ridge, with  a  special  predilection  for  John  Stuart  Mill. 
Of  Mill  he  read  all  he  could  lay  hands  on,  and  com- 
posed a  long  college  essay  upon  his  philosophy.  Then, 
with  the  first  New  York  period  and  the  trip  abroad, 
came  a  still  stronger  and  more  durable  craze  for  the 


PERSONAL    TRAITS  99 

history  of  philosophy.  This  fervor  culminated  in  the 
early  seventies  and  prompted  much  hard  work,  but 
has  never  lost  its  impulsion.  A  few  years  later  evolu- 
tion occupied  the  center  of  the  stage,  and  development 
was  a  word  to  conjure  with.  At  this  period  he  read 
Spencer,  Darwin,  Huxley  and  Haeckel  intensively. 
With  the  appearance  of  Wundt's  Psychology  in  1874 
experimental  psychology  eclipsed  everything,  an  inter- 
est that  was  intense  for  fifteen  years  and  has  declined 
though  not  died.  The  next  calenture  was  child  study 
which  began  rather  feebly  with  the  first  few  papers 
but  well  on  in  the  nineties  was  taken  up  with  a  great 
deal  of  zest  and  energy,  and  within  this  period  most 
and  the  best  of  the  Clark  studies  on  this  subject  ap- 
peared, culminating  in  the  publication  of  "Adoles- 
cence "  and  the  preparation  of  another  book  on  "  Pre- 
adolescence "  not  yet  published.  The  correlations 
between  the  individual  and  the  race,  between  animals 
and  men,  children  and  adults,  sane  and  insane,  which 
child  study  and  geneticism  opened  up,  was  a  vast  and 
absorbing  field,  so  that  the  soil  was  already  prepared 
for  an  intense  interest  in  Freudianism,  which,  he 
holds,  connects  so  vitally  with  so  many  points  of 
genetic  thought,  and  on  this  came  the  latest  wave  of 
interest  in  the  psychologizing  of  digestion,  following 
the  work  of  the  Pavlov  school.  These  last  three  in- 
terests all  more  or  less  converge  on  the  large  chapter 
of  the  feelings,  emotions,  sentiments,  so  that  it  was 
natural  that  Hall's  interests  should  focus  here  and  also 
that  they  should  be  extended  to  include  religious  psy- 


100  G.     STANLEY    HALL 

chology.  Thus  his  favorite  topics  of  instruction  and 
study  at  present  are  (1)  the  psychology  of  Christianity 
on  a  background  of  that  of  religion  generally,  (2)  child 
study,  methods,  results,  and  applications,  (3)  Freudian- 
ism  including  psycho-analysis,  (4)  the  psychology  of 
nutrition,  (5)  the  psychology  of  the  feelings. 

To  those  who  know  Dr.  Hall  intimately,  perhaps  one 
of  his  marked  traits  is  that  of  attending  to  a  partic- 
ular subject  only  when  the  time  for  its  consideration 
is  ripe.  So  many  men  show  by  their  attitude  that 
some  coming  event  has  cast  its  shadow  before,  or  that 
the  shadow  of  some  past  event  is  still  lurking  behind. 
Dr.  Hall  possesses  the  power  of  giving  attention  to  the 
present  situation  and  of  ignoring  the  past  or  the  future 
except  so  far  as  they  have  vital  relations  to  the  present. 
After  being  absorbed  in  a  pressing  problem  of  adminis- 
tration or  the  like,  he  is  able  to  turn  to  a  very  different 
matter,  concentrate  his  whole  attention  upon  it  appar- 
ently, and  ignore  the  distracting  situation  he  has  just 
left.  Although  tomorrow  or  an  hour  later  he  may 
have  to  speak  before  a  large  audience,  or  attend  a  com- 
mittee meeting  on  a  matter  of  great  importance  he  can 
attend  to  something  entirely  different  without  think- 
ing about  it  now.  This  power  of  concentration  of  all 
one's  faculties  upon  the  present  situation  he  has  ac- 
quired to  a  remarkable  degree. 

He  is  essentially  a  teaching  President,  and  has 
never  been  fond  of  the  details  of  administration. 
Faculty  meetings  are  few,  and  there  is  none  of  that 
waste  of  time  so  common  in  most  universities  and 


PERSONAL    TRAITS  101 

colleges  at  such  gatherings.  As  he  said  of  President 
Oilman,  he  himself  is  "an  inside  President."  While 
deeply  interested  in  the  work  of  each  department  of 
the  University,  he  accords  absolute  freedom  to  the 
head  of  each  so  far  as  the  conduct  of  his  depart- 
ment is  concerned. 

In  his  Seminary,  held  at  his  house  every  Monday 
night  throughout  the  academic  year  from  7  to  11,  he 
is,  perhaps,  in  his  happiest  vein.  There  are  two  papers 
each  evening  with  an  intermission  of  fifteen  minutes 
between  when  the  members  adjourn  to  the  dining  room 
to  partake  of  light  refreshments.  At  these  meetings 
his  students  present  their  work  for  discussion  and 
criticism.  His  criticism  is  always  kindly,  but  he  does 
not  fail  to  point  out  the  weak  spots  and  suggest  further 
research.  Those  who  have  attended  his  Seminary 
usually  speak  of  it  as  one  of  the  brightest  spots  in 
their  course.  He  allows  almost  nothing  to  interfere 
with  this  Monday  night  function  and  in  1899  wrote 
of  it, 

"  During  the  past  eight  years  I  have  opened  my 
house  one  evening  every  week  of  the  academic  year 
to  all  students  in  the  department  of  psychology  and 
related  themes  from  seven  to  ten  o'clock.  We  began 
by  discussing  philosophical  topics  assigned  beforehand 
to  leaders  in  turn.  One  year  most  of  the  time  of  this 
seminary  was  devoted  to  reading  and  discussing 
Jowett's  Plato.  Schopenhauer,  Kant,  and  Hegel  were 
tried  for  briefer  periods,  but  gradually,  as  the  numbers 
have  increased  and  as  the  rule  that  each  man  should 
devote  a  portion  of  his  time  to  some  original  investi- 


LIBRA2Y 

UNIVERSITY  OF  CALIFORNIA 
SANTA  BARBARA 


102  G.     STANLEY    HALL 

gation  has  prevailed,  the  evening  has  been  occupied 
by  each  student  in  turn,  who  presents  his  thesis  or 
subject,  or  a  part  of  it,  which  is  then  freely  discussed 
by  the  other  members.  The  debates  are  often  animated, 
as  nearly  every  standpoint  is  represented.  There  are 
clergymen,  young  professors  from  other  institutions, 
Hegelian  idealists,  Kantian  epistemologists,  and  men 
of  empirical  science,  and  from  these  various  directions 
nearly  every  subject  is  really  illuminated.  Attendance 
is  never  enforced,  and  the  light  refreshments  served 
in  the  middle  of  the  evening  have  never  been  an 
attraction,  but  only  a  welcome  break  from  continued 
tension.  The  attendance  for  the  last  few  years  has 
rarely  been  under  fifteen  and  rarely  over  forty,  so  that 
the  entire  freedom  and  informality  of  conversation  has 
been  the  rule.  The  themes  assigned  have  been  pre- 
sented here  in  so  compact  and  forcible  a  way,  that 
the  seminary  has  been  one  of  the  most  effective  agents 
in  my  own  education,  and  I  think  all  its  members 
share  my  sentiments  in  this  respect.  Here  the  new  work 
on  which  each  individual  is  spending  so  much  of  his 
year's  time  is  pooled  for  the  common  benefit,  the  reader 
has  the  healthful  stimulus  of  emulation  in  interesting 
his  audience,  acquires  valuable  practice  in  the  methods 
of  effective  presentation,  and  always  receives  help  in 
the  way  of  new  literature,  references,  the  pointing  out 
of  defects  in  argument  or  method;  and  conflicts  are 
thus  most  surely  avoided.  Often  other  professors 
from  the  University  attend,  and  the  list  of  distin- 
guished guests  from  abroad  who  have  either  parti- 
cipated in  the  discussions  or  introduced  matter  of 
their  own  is  a  long  and  dignified  one.  There  is 
rarely  any  lack  of  interest  or  reluctance  to  discuss, 
and  very  infrequently  is  the  animation  too  great  for 
healthful  mental  circulation.  Here  nearly  every- 


PERSONAL    TRAITS  103 

thing  that  has  been  done  by  the  student  members  of 
this  department  of  the  University  has  been  carefully 
wrought  over,  some  of  it  more  than  once. 

Such  stimulus  I  believe  to  be  unsurpassed  in  edu- 
cational value.  The  dialectic  give  and  take  of  the 
conversational  method,  the  mental  alertness  of  debate, 
the  charm  of  friendly  intercourse  upon  high  themes, 
which  Lotze,  like  some  of  the  ancients,  thought  the 
highest  joy  of  life  and  the  consummate  fruition  of 
friendship,  are  here  combined  in  judicious  proportions 
most  favorable  to  growth.  Some  European  seminaries 
are  devoted  to  discussions  of  minute  points;  in  others 
the  student  is  simply  a  literary  forager  for  the  pro- 
fessors; quite  frequently  some  author  is  read;  but  for 
our  American  needs,  at  least  for  Clark  University,  I 
think  the  method  now  settled  upon  is  more  educative 
than  any  other  that  I  have  seen." 

Dr.  Hall  has  retained  his  affection  for  his  boyhood 
home.  He  writes  in  his  "  Note  on  Early  Memories:" 

"  This  home  I  revisited  during  all  vacations  of  my 
course  at  the  preparatory  school,  college  and  pro- 
fessional school.  Nearly  every  summer  since,  when  I 
have  been  in  the  country,  I  have  reverted  to  the  region 
for  at  least  a  few  weeks,  and  still  retain  possession  of 
one  of  these  old  farms.  Here  I  have  given  free  vent 
to  a  number  of  fads.  One  summer  I  walked  up  and 
explored  in  rubber  boots  all  the  stream  beds  within  a 
wide  radius  of  Ashfield  village;  collected,  and,  with 
expert  help,  labelled  all  the  stones  and  rocks  I  could 
find.  Another  August  I  devoted  to  flowers,  grasses 
and  ferns,  collecting  about  one  hundred  species  of  the 
latter  alone.  One  season  several  weeks  were  devoted 
to  climbing  the  hills,  naming  them,  and  marking 
directions,  counting  church  spires,  and  tracing  with  the 


104  G.    STANLEY    HALL 

aid  of  a  local  antiquary  nearly  one  hundred  miles  of 
old  stone  wall  in  town  which  marked  the  early  partition 
of  farms.  Once  I  amused  myself  by  tracing  glacial 
scratches  in  the  rocks  and  exploring  the  terminal 
moraines.  Once,  with  an  old  lumber  wagon,  I  drove 
around  and  asked  every  one  I  knew  to  let  me  explore 
his  attic  and  thus  collected  about  seven  hundred 
objects;  from  old  looms,  spinning  wheels  and  primitive 
plows,  to  calashes,  shoe  buckles,  pewter  plates,  foot 
and  bed  warmers,  ancient  school  and  hymn  books, 
home-spun  frocks,  pitchpipes  and  such  other  memen- 
toes of  ruder  days  as  those  with  which  Mr.  George 
Sheldon  has  filled  his  most  fascinating  museum  at 
Deerfield.  These  are  now  housed  and  catalogued  in 
the  basement  of  the  academy  building,  where,  on  Friday 
afternoons,  they  yield  a  very  modest  income  to  the 
janitor,  who  is  allowed  to  charge  ten  cents  to  all  who 
desire  to  visit  the  collection.  Another  August  I 
questioned  old  people  concerning  local  history,  visited 
sites  of  the  old  mills,  cellar  holes,  apple  orchards,  and 
made  out  nearly  two  dozen  family  trees  which  show 
the  sad  decadence  of  this  sturdy  old  Puritan  stock. 

A  year  ago  last  August,  however,  I  undertook  as  a 
vacation  diversion  a  more  or  less  systematic  explora- 
tion of  all  the  farms  I  had  ever  known,  noting  on  the 
spot  everything  remembered  from  early  boyhood.  I 
climbed  in  through  the  windows  of  abandoned  houses 
and  explored  them  from  roof  to  cellar  in  quest  of 
vestiges;  sat  alone  sometimes  for  hours  trying  to  recall 
vanished  spots  and  to  identify  objects  which  I  knew 
must  have  once  been  familiar.  *  * 

"  These  one  hundred  acres  I  own  and  have  a  great 
piety  toward,  and  I  would  not  part  with  them  for  many 
times  their  very  modest  value.  From  nothing  I  ever 
possessed  do  I  derive  such  helpful  and  sanifying  in- 


PERSONAL    TRAITS  105 

fluences,  partly  because  it  is  land  and  partly  because 
of  its  associations.  I  have  plowed  or  mowed,  made 
fences,  ditched,  harvested,  or  followed  cattle  over 
nearly  every  foot  of  it.  When  worn  out  with  work, 
worry  or  grief,  and  sometimes,  if  ill,  I  have  gone  to 
this  farm,  contact  with  the  broad  surfaces  of  which 
has  never  yet  failed  to  speedily  set  me  up.  I  own  it, 
and  it  owns  me  in  a  sacred  and  unique  sense.  Just  as 
now-a-days  those  who  ride  behind  a  horse  with  a  coach- 
man do  not  know  it  as  did  those  of  old  who  rode  on  it, 
trained  it,  hunted  and  slept  with  it,  owed  their  lives 
perhaps  to  its  speed,  and  so  owned  it  in  an  unique  and 
individual  sense;  so  I  own  this  farm,  in  a  way,  too, 
that  refutes  at  least  in  one  sense  the  argument  of  those 
who  advocate  public  ownership  of  land.  The  rooms 
of  death,  the  almost  absolute  stillness  that  now  reigns 
here;  the  old  awe  and  vague  dread  of  the  evening 
gloaming,  which  I  have  lately  re-experienced,  bring  a 
sadness  so  sicky  sweet  that  I  can  hardly  tolerate  it — 
and  yet  it  all  has,  after  all,  a  wondrous  charm.  What, 
too,  are  the  psychological  sources  and  what  are  the 
stages  in  the  hereditary  development  of  that  strong 
passion  to  improve  land,  never  so  fervent  and  dominant 
as  in  the  early  periods  of  New  England  ?  Whence 
this  rancor  against  forests  and  brush  that  even  yet 
forbids  us  the  comfort  of  roadside  shade,  or  the  beauty 
of  roadside  growths  ?  Very  rarely  in  the  history  of 
the  world  has  worse  soil  been  cleared  of  brush  and  stones 
and  made  to  yield  a  tolerable  income  and  supported  a 
more  stalwart  or  intelligent  race.  To  come  upon  a 
decayed  stump  where  once  was  a  familiar  tree  was  a 
little  like  finding  on  a  grave  stone  the  name  of  some 
old  acquaintance  who  was  thought  to  be  still  alive. 
I  climbed  several  old  trees  with  the  branches  of  which 
I  was  most  intimate  when  a  boy;  got  on  to  roofs  I 


106  G.    STANLEY    HALL 

used   to    frequent;    crawled   under   the   barn   floor; 
squeezed  into  the  hollow  trees  in  quest  of  memories." 

When  his  parents  died,  the  old  farm  fell  to  him. 
He  had  made  a  number  of  repairs  and  improvements, 
building  a  little  one-room  house  on  a  high  hill  on  the 
farm,  where  he  used  to  study  alone  summers  when  the 
children  were  small,  and  kept  a  man  living  on  the  place 
who  at  least  kept  the  brush  down  and  the  fences  up, 
and  had  all  he  could  make  from  the  farm  for  paying 
the  taxes  and  keeping  things  in  repair.  One  evening 
at  the  seminary,  a  telegram  was  brought  Dr.  Hall,  saying 
the  house  was  burned.  The  tenant  was  drunk  on  hard 
cider  and  set  it  afire  with  his  pipe  and  was  injured 
before  the  neighbors  could  get  him  out.  It  was  a 
mile  from  the  village,  and  it  was  completely  destroyed. 
Four  rows  of  splendid  maple  trees  that  had  been  planted 
just  across  the  drive- way  that  ran  back  of  these  buildings 
were  burned,  and  from  a  beautiful  spot  it  was  a  ghastly 
ruin.  He  finally  sold  the  place  and  now  a  part  of  it 
is  a  deer  park  of  nearly  100  acres,  perhaps,  with  a  wire 
fence  nearly  twelve  feet  high  all  around  it,  and  in 
which  it  is  unsafe  to  venture  because  of  the  ferocity 
of  the  elks  which  browse  where  he  played  as  a  child.  He 
rather  wanted  to  own  some  land  in  town  and  so  bought 
nearly  two  hundred  acres  of  old  pasture  land,  including 
the  highest  summit  of  the  hill,  which  he  still  keeps. 
It  includes  most  of  the  ground  that  his  ancestors 
settled  on.  Some  years  ago  a  number  of  summer 
people  with  himself  subscribed  to  build  a  forty-foot 
tower  on  the  summit  of  the  hill,  surmounted  by  a 


PERSONAL    TRAITS  107 

little  room  with  eight  windows,  but  that  blew  down 
in  a  heavy  wind  storm  and  has  not  been  replaced.  He 
planned  to  build  a  summer  bungalow,  but  it  was  too 
far  from  town  to  get  daily  meals  and  probably  no 
servant  would  live  there.  When  Dr.  Hall  is  in  Ash- 
field,  he  climbs  the  hill  religiously  every  day.  It  is 
nearly  1,900  feet  high  and  sweeps  the  entire  horizon 
with  37  churches  in  sight,  with  Greylock,  Mount  Tom, 
Monadnock,  Wachusett,  etc.,  all  visible.  He  has  a 
good  deal  of  sentiment  about  this  land,  all  he  owns  in 
the  world. 

A  number  of  distinguished  people  have  lived  in  the 
town  and  nearby.  James  Russell  Lowell,  coming  home 
from  England,  spent  a  number  of  summers  in  a  tiny 
farmhouse  a  mile  out,  with  a  man  servant  and  cook, 
trying  to  get  back  into  literary  life.  George  W. 
Cable  of  Northampton  was  often  there;  William 
Cullen  Bryant  and  his  son-in-law,  Parke  Godwin, 
built  two  fine  summer  houses  near  Bryant's  birthplace 
in  Cummington;  and  Chadwick  had  a  house  in 
Chesterfield,  near  by.  Marshall  Field,  born  in  the 
next  town,  Conway,  has  given  a  magnificent  library 
that  dwarfs  everything  in  the  village,  and  Norton  and 
Curtis  brought  for  several  summers,  for  a  longer  or 
shorter  time,  Matthew  Arnold,  Rudyard  Kipling, 
Mark  Twain,  E.  J.  Phelps,  ex-minister  to  England, 
and  others.  All  these  men  spoke  at  the  Ashfield 
dinners  and  Dr.  Hall  met  and  talked  and  walked  with 
them.  The  dinners  were  a  unique  country  festival, 
widely  reported  in  the  papers,  generally  mug-wumpy, 


108  G.    STANLEY    HALL 

to  the  disgust  of  the  town.  The  influx  of  summer 
visitors,  while  it  has  done  great  good,  has  done  some 
harm,  in  making  many  people  rather  parasitic  on  the 
visitors  and  idle  the  rest  of  the  year. 

Norton,  who  went  to  Ashfield  about  the  time  Dr. 
Hall  entered  college,  had  a  great  influence  on  his  life. 
He  had  young  Hall  at  his  house  often,  loaned  him 
books,  discussed  the  universe,  helped  him  to  a  rather 
agnostic,  if  not  pessimistic  view  of  things,  and  they 
had  many  walks  and  discussions  together.  Gradually, 
however,  they  grew  estranged.  Dr.  Hall  did  not  like 
Norton's  extreme  proselytizing  at  the  dinners  to 
mugwumpism,  and  although  he  always  was  asked  to 
speak  at  the  dinners,  they  took  diverse  views,  and 
Norton  sometimes  became  rather  bitter  at  Hall.  One 
of  his  first  public  efforts  was  when  he  was  a  sophomore 
and  at  one  of  these  dinners  was  introduced  by  Norton 
as  a  sample  product  of  the  town  Academy.  He  has  des- 
cribed this  incident  in  his  "Boy  Life  in  a  Massachusetts 
Country  Town." 

When  he  is  completely  tired  out  and  needs  absolute 
rest,  he  hies  him  to  Ashfield  and  never  fails  to  return 
fully  restored.  In  May,  1890,  when  he  was  recovering 
from  an  attack  of  diphtheria,  he  spent  his  convalescent 
days  there.  It  was  at  this  time,  on  the  morning  of 
May  15th,  the  terrible  discovery  was  made  that  by 
some  derangement  of  the  fixture,  an  escape  of  gas  into 
their  sleeping  room  had  resulted  in  the  death,  by 
suffocation,  of  his  wife  and  daughter  in  Worcester. 
He  remained  a  widower  for  nine  years,  taking  for  his 


PERSONAL    TRAITS  109 

second  wife,  July  27,  1899,  Miss  Florence  E.  Smith,  of 
Newton,  Massachusetts. 

His  son,  Robert  Granville,  prepared  for  college  at 
the  Worcester  Academy  and  the  High  School;  took 
the  B.S.  at  Harvard  in  1905  and  the  M.D.  in  1908. 
He  then  spent  six  months  visiting  and  studying  at 
hospitals  in  Europe,  returning  in  March,  1909,  to  enter 
upon  his  service  as  house  officer  at  the  Massachusetts 
General  Hospital.  He  entered  upon  a  similar  service 
at  the  Boston  Children's  Hospital,  where  he  served 
from  October  1,  1910,  to  April  1,  1911.  He  is  now  a 
practising  physician  at  Portland,  Oregon. 

Reference  has  been  made  in  an  earlier  chapter  to 
his  interest  in  psychical  research.  In  Ashfield,  there 
were  many  spiritualists  and  they  had  a  big  camp 
meeting  every  summer  at  Lake  Pleasant,  presided 
over  by  a  cousin  of  Dr.  Hall's  mother.  Dr.  Beals  of 
Greenfield,  who  did  his  utmost  to  convert  them  all  to 
spiritism.  They  thought  him  a  little  cracked  on 
the  subject  when  he  told  his  marvelous  experiences. 
He  invited  Dr.  Hall  often  to  attend  these  meetings 
and  he  once  did  so,  while  he  was  in  college,  spending 
several  days  in  his  tent  and  attending  all  kinds  of 
seances  and  hearing  trance  speakers,  etc.,  who  seemed 
to  him  a  venal  lot  and  intent  on  victimizing  people. 
One  famous  medium  mislaid  his  private  note-book, 
which  was  found  full  of  all  kinds  of  little  memoranda 
about  the  dead  members  of  a  lot  of  families  who  fre- 
quented the  place.  This  daughter  had  blue  eyes, 
wore  pink,  read  Shakespeare,  and  this  man's  dead 


110  G.    STANLEY    HALL 

wife  died  of  consumption,  loved  cats,  etc.  It  was 
trumpeted  in  the  papers  as  a  "  dead  give-away,"  but 
nothing  daunts  people  of  this  ilk.  Later  he  was  inter- 
ested in  the  Seybert  Commission  and  with  President 
Gilman  and  Professor  Newcomb,  started  to  visit  all 
the  necromancers  that  had  advertised  in  New  York. 
Gilman  tired  of  it  the  first  day,  Newcomb  after  two 
or  three,  but  Hall  persisted,  visiting  mediums  in 
Philadelphia  and  Boston,  also.  They  did  not  exactly 
make  a  report,  though  some  data  was  sent  to  the  com- 
mission which  Dr.  Hall  never  heard  from.  The 
nonsense,  credulity,  superstition  and  the  shallowness 
of  some  of  these  tricks  was  incredible,  but  he  must 
have  thought  a  spiritist  has  some  kind  of  a  case  because 
he  paid  five  dollars  a  visit  to  Foster,  who  read  folded 
notes  by  a  trick  he  could  do  very  well  himself.  Later 
he  found  that  Slade  did  his  wonderful  slate-writing 
with  his  foot  and  could  not  do  it  when  he  had  sciatica. 
Dr.  Hall  long  ago  felt  that  the  two  keys  to  approach 
this  study  were  first,  hysteria,  nervous  phenomena,  and 
particularly  the  passion  for  deceiving  and  lying,  and 
secondly,  sleight  of  hand  tricks.  Accordingly,  when 
at  Baltimore  he  often  visited  Yost,  the  dealer,  also  a 
good  performer,  and  once  even  spent  an  hour  with 
Kellar  in  his  trick  theatre  in  Philadelphia.  He  always 
attended  the  performances  and  became  rather  an  ad- 
mirer of  Kaller,  a  very  clever  man,  a  mathematical 
and  musical  prodigy,  who  before  he  died  wrote  a  book 
telling  how  he  did  things.  When  the  English  Psychical 
Research  Society  was  founded,  Dr.  Hall  was  deeply 


PERSONAL    TRAITS  111 

interested  in  its  work  and  read  all  its  publications  for 
some  years.  He  wrote  a  long  series  of  articles  and 
reviews  in  his  journal  on  the  subject,  and  some  years 
later  brought  them  up  to  date.  He  sought  experience 
in  conjuring  tricks  and  bought  a  lot  of  cheap  tricks 
and  has  them  yet.  A  typical  case  of  credulity  was  that 
of  a  medical  American  member  of  the  English  society, 
who  called  on  Dr.  Hall,  who  showed  him  his  slate 
trick.  He  was  very  much  impressed  and  thought  he 
had  a  message.  Then  Dr.  Hall  told  him,  and  showed 
in  detail,  how  it  was  done.  He  looked  dubious  and 
finally  said  that  he  believed  Dr.  Hall  really  did  it  by 
spirits,  and  because  he  was  a  professor  thought  it  more 
respectable  to  pretend  a  lot  of  hocus  pocus  scientific 
patter  and  was,  in  a  word,  a  traitor  to  the  spirits,  being 
in  fact  a  born  medium.  At  Baltimore,  the  faculty 
met  at  each  other's  houses  and  Dr.  Hall's  entertain- 
ment was  a  few  cheap  and  simple  tricks  which  gave  him 
another  illustration  of  the  extreme  credulity  of  even 
the  most  scientific  of  men,  his  colleague,  Rowland. 
With  Motora,  they  arranged  first  a  series  of  beats. 
They  were  to  use  the  clock,  and  if  that  failed  the  slight 
vibrations  of  his  and  alternately  Dr.  Hall's  toe  with 
legs  crossed  as  the  heart  beat.  His  guest  selected  a 
card  from  a  pack  and  Dr.  Hall  was  to  telepathically 
communicate  it  to  Motora  at  the  diagonally  opposite 
corner  of  the  room.  This  they  did  repeatedly  without 
detection  after  only  one  rehearsal,  and  Rowland  began 
to  speculate  about  ether  waves.  The  method  was, 
having  arranged  to  count  off  first  the  suit  and  then  the 


112  G.     STANLEY    HALL 

card,  he  would  make  some  little  noise,  either  sniffing, 
crossing  his  legs,  a  tap  on  the  floor  or  chair,  any  noise 
meant  zero.  Then  when  the  tick  or  heart  beat 
registered  any  three,  if  spades  was  the  third  suit,  he 
made  some  other  tiny  noise,  or  if  his  face  was  turned 
any  slight  movement  of  finger,  toe  or  eye  at  three,  and 
thus  he  had  the  suit.  They  also  divided  the  alphabet 
and  numbers  and  digits  so  that  they  communicated 
these  by  the  same  method.  They  made  a  little  pro- 
gress in  a  key  of  inflections.  "  What  is  this  ?  "  can 
be  given  with  at  least  twenty-four  different  pitches, 
inflections,  stresses,  rapidities,  which  are  a  perfect 
code,  and  they  have  twenty-four  of  the  commonest 
objects.  Then  they  took  the  phrase  "  Name  this," 
and  rung  all  the  variations  on  it  so  that  they  had  a 
language  of  accents,  cadences,  etc.  This  was  the 
method  Heller  finally  adopted  after  trying  for  a  long 
time  to  use  call  words,  having  one  for  each  letter  of 
the  alphabet,  which  to  be  sure  made  strange  com- 
binations. "  Now,  tell  this,"  equals  pen;  "  now, 
quick  this,"  equals  pin,  etc.  When  one  of  his  students 
at  Clark  took  sleight  of  hand  as  his  thesis,  they 
worked  a  good  deal  together.  Though  Dr.  Hall 
was  never  very  deft,  he  has  collected  quite  a  literature 
on  the  subject  and  has  scores  of  letters  from  Yost  ex- 
plaining how  the  little  tricks  he  sold  him,  which  could 
never  be  printed,  were  done,  each  great  new  trick 
selling  for  a  price  inversely  as  the  number  to  whom 
it  was  sold.  He  almost  never  sees  a  trick  he  cannot 
explain,  although  sometimes  there  are  several  possible 


PERSONAL    TRAITS  113 

ways,  but  it  takes  such  minute  care  and  practice  in 
petty,  trivial  details  that  he  would  never  have  the 
patience  to  become  a  magician.  But  he  can  sympathize 
with  those  who  say  that  if  they  are  given  time  and  any 
decent  conditions,  they  can  make  anybody  believe 
that  they  see  anything  done,  and  that  without  the 
aid  of  hypnotism.  It  was  interest  in  occult  phenomena 
and  his  growing  and  absolute  incredulity  that  made 
him  want  to  get  at  Mrs.  Piper,  although  James, 
Hodgson,  and  others  who  had  her  in  charge,  were 
resolved  he  should  not,  and  when  he  applied  always 
wrote  him  that  conditions  under  which  they  were 
experimenting  must  not  be  disturbed.  When  at  last 
he  did  get  a  series  of  seances  which  were  printed, 
he  was  told  that  he  had  murdered  Hodgson's  soul, 
who  used  to  possess  her,  by  the  revelations  in  the 
book,  and  also  that  he  had  made  it  impossible  for  her 
to  have  seances  and  robbed  her  of  her  income.  He 
says,  "If  we  could  only  practice  psycho-analysis 
upon  these  mediums  it  would  be  seen  to  be  all  a 
case  of  hysteria  or  schizophrenia." 

To  mark  the  25th  year  of  his  doctorate,  a  com- 
memorative number  of  the  American  Journal  of 
Psychology  was  issued  in  October,  1903.  It  is  a 
volume  of  430  pages,  containing  twenty-five  articles 
by  eminent  American  and  European  psychologists  and 
a  bibliography  of  his  printed  works,  with  the  following 
title  page: 


114  G.    STANLEY    HALL 

TO 

GRANVILLE    STANLEY    HALL 

FOUNDER  OF  THE  FIRST  AMERICAN  LABORATORY 
FOR  EXPERIMENTAL  PSYCHOLOGY  AND  OF  THE 
FIRST  AMERICAN  JOURNAL  FOR  THE  PUBLI- 
CATION OF  THE  RESULTS  OF  PSYCHO- 
LOGICAL INVESTIGATION 

PIONEER  IN  THE  SYSTEMATIC  STUDY  OF  THE  MEN- 
TAL DEVELOPMENT  OF  CHILDREN  AND  IN  THE 
APPLICATION  OF  ITS  RESULTS  TO  EDUCA- 
TIONAL PRACTICE 

ARDENT  INSPIRER  IN  OTHERS  OF  THE  ZEAL  FOR 
NEW  KNOWLEDGE 

IN 

COMMEMORATION  OF  THE  TWENTY-FIFTH 

ANNIVERSARY  OF  HIS  ATTAINMENT  OF 

THE  DOCTORATE  IN  PHILOSOPHY 

THIS  COLLECTION  OF  PAPERS  is  DEDICATED  CON- 
JOINTLY BY  COLLEAGUES  AND  FORMER  PUPILS 


At  the  public  opening  of  the  new  Library  Building, 
January  14,  1904,  he  was  presented  with  a  handsomely 
bound  volume  consisting  of  autograph  letters  from 
colleagues  and  pupils.  Senator  Hoar,  who  had  ex- 
pected to  make  the  presentation,  but  who  was  unable 


PERSONAL    TRAITS  115 

to  attend  owing  to  the  recent  death  of  his  wife,  sent 
the  following  letter: 

Worcester,  Mass., 

January  11,  1904. 
DEAR  PRESIDENT  HALL: 

I  have  been  commissioned  by  a  large  number  of  your  friends  and 
associates  to  present  to  you  a  token  of  their  love  and  admiration 
for  your  great  service  to  science,  your  heroic  self-sacrifice  and  devo- 
tion to  the  University  during  the  trying  period  through  which  it 
has  so  triumphantly  passed,  and  the  many  personal  kindnesses 
which  they  have  individually  received  from  you. 

We  congratulate  you  on  the  twenty-fifth  anniversary  of  your 
receiving  the  well-earned  honor  of  your  Doctor's  degree,  and  on 
the  many  honors  with  which  these  twenty-five  years  have  been 
crowded.  Every  one  of  the  signers  of  the  letters  in  the  enclosed 
volume  has  his  own  separate  story  to  tell.  Most  of  them  have  a 
far  better  right  than  I  have  to  speak  of  your  service  to  your  chosen 
department  of  science,  to  the  cause  of  education  in  every  depart- 
ment and  to  the  cause  of  sound  learning.  I  think  I  know  better 
than  any  other  man  what  you  have  done  for  Clark  University. 
You  have  done  more  than  serve  it,  you  have  saved  it. 

I  am  sorry  that  I  cannot  be  present  in  person  to  join  in  the 
exercises  of  the  day — so  interesting  in  the  history  of  Clark  Uni- 
versity— and  to  utter  what  out  of  the  abundance  of  the  heart  the 
mouth  speaketh.  But  you  know  the  sorrowful  cause  of  my  absence. 

I  am,  with  profoundest  admiration  and  heartiest  love, 

Faithfully  yours, 

GEO.  F.  HOAR. 

In  1910  the  Trustees  commissioned  the  late  Frederick 
P.  Vinton  to  paint  Dr.  Hall's  portrait.  When  Mr. 
Vinton  died,  May  20,  1911,  the  portrait  was  not  quite 
completed,  but  it  was  decided  not  to  have  any  other 
artist  work  on  it  as  its  incompleteness  was  only  in  one 
minor  detail  and  it  was  deemed  best  to  accept  it  just 
as  Mr.  Vinton  left  it.  The  picture  is  3  ft.  7  in.  x  4  ft. 


116  G.    STANLEY    HALL 

6  in.  and  now  hangs  in  the  Art  Room  in  the  University 
Library  Building. 

In  such  an  imperfect  sketch  as  this,  it  would  not  be 
proper  to  touch  upon  the  scientific  value  of  Dr.  Hall's 
work,  but  the  following  estimate  by  a  well-known 
educator  of  New  York  city  may  be  given: 

"  Dr.  Hall  has  impressed  me  for  many  years  as  the 
most  original,  by  a  considerable  margin,  of  all  our 
American  psychologists.  He  is  also  the  most  stimu- 
lating. He  has  discovered  more  new  psychological 
problems  than  any  other  American  psychologist  and 
has  thrown  more  light  on  them  than  any  other.  Vir- 
tually all  we  know  of  adolescence  in  its  educational 
and  religious  bearing  is  what  he  has  given  us.  Others 
have  only  restated  in  various  forms  what  he  had 
written,  or  worked  out  minor  details.  The  term, 
adolescence,  never  occurred  in  pedagogical  literature 
as  a  term  indicating  an  important  epoch  in  intellectual, 
moral  and  religious  development  until  he  worked  out 
its  significance.  Today  virtually  all  secondary  school 
problems  are  studied  in  the  light  of  what  we  know  of 
adolescence.  It  has  proved  a  revolutionary  idea  both 
in  secondary  and  in  religious  education. 

"  His  Child  Study  movement  was  the  forerunner  of 
the  experimental  pedagogy  of  today.  Whatever  critics 
may  say  of  the  results  which  he  obtained  by  the 
questionnaire  method,  he  opened  a  host  of  new  prob- 
lems which  had  never  been  thought  of  before,  and  upon 
which  other  men  of  less  ability  have  been  at  work  ever 
since. 

"  His  book  on  'Adolescence  '  is  literally  monumental 
and  epoch-making.  No  single  treatise  on  a  psycho- 
logical subject  has  ever  been  written  in  America 
which  has  contained  so  much  that  is  new  and  is  so 


PERSONAL    TRAITS  117 

often  consulted.  If  he  had  never  produced  anything 
else,  it  would  have  marked  him  as  a  man  of  genius. 

"  I  was  in  Germany  in  1900  and  was  told  frequently 
by  the  thinking  men  in  secondary  school  work  that  they 
were  looking  to  Hall  for  the  stimulus  to  attack  new  prob- 
lems. Little  was  done  in  pedagogy  at  that  time  in 
Germany.  Hall's  '  Child  Study '  movement  was 
unquestionably  the  main  stimulus  which  started  the 
Germans  on  their  investigations  in  experimental 
pedagogy,  in  which  they  are  now  moving  faster  than 
we  are. 

"  Dr.  Hall  was  the  first  psychologist  to  expound 
educational  problems  in  the  light  of  biology  and  evo- 
lution. This  has  been  an  exceedingly  fruitful  point 
of  view.  He  has  done  the  same  thing  in  psychology. 
He  has  had  more  to  say  that  is  important  for  school 
men  to  know  than  any  other  American  psychologist, 
and  he  has  done  more  than  any  one  else  in  the  country 
to  make  education  a  science. 

"  Over  twenty  years  ago  in  one  of  his  annual  reports, 
he  argued  that  universities  should  specialize  and  con- 
fine themselves  to  a  limited  field  instead  of  attempting 
to  cover  all  departments  of  university  instruction. 
This  is  an  idea  which  seems  to  be  just  now  dawning 
upon  some  university  Presidents. 

"  I  think,  next  to  his  originality,  which  amounts  to 
genius  of  a  high  order,  the  most  striking  thing  about 
him  is  his  ability  to  stimulate  others,  not  only  his 
immediate  students,  but  thousands  who  hear  him 
only  occasionally  and  read  what  he  writes.  I  doubt  if 
anyone  else  has  ever  exerted  a  more  lasting  influence 
upon  educational  thought  in  this  country  than  he. 

"  The  building  up  of  a  new  University,  with  limited 
resources,  and  against  some  annoying  odds,  in  a  little 
over  two  decades — a  University  that  is  as  well  known 


118  G.    STANLEY    HALL 

in  continental  Europe  as  any  of  our  older  Universities— 
this  is  an  achievement  which  alone  would  establish  a 
man's  fame.  No  other  American  University  Presi- 
dent has  ever  done  so  much  productive  work  in  science 
at  the  same  time  that  he  was  carrying  the  adminis- 
trative responsibilities  of  the  institution.  To  me  it 
has  always  been  a  mystery  how  any  man  could  do  it. 
"  The  way  to  keep  men  of  his  calibre  at  the  head  of 
a  University  is  to  have  the  University  specialize,  keep 
its  numbers  relatively  small  and  its  administrative 
machinery  simple,  and  then  do  a  high  quality  of  work. 
The  most  discouraging  feature  of  University  work 
today,  it  seems  to  me,  is  the  constant  advertising  and 
working  for  numbers  and  bigness.  Clark  University 
and  Johns  Hopkins  are  the  only  American  Universities 
which  illustrate  what  the  future  of  American  Univer- 
sities is  going  to  be.  They  are  great,  in  spite  of  small 
numbers." 


VII 
BIBLIOGRAPHY  OF  PUBLISHED  WRITINGS 


1.  PHILANTHROPY.    Poem  delivered  on  Class  Day  at  Williams 

College,  June  17,  1867.    James  T.  Robinson  &  Co.,  Prin- 
ters, North  Adams,  Mass.,  1867. 
la.  JOHN  STUART  MILL.    Williams  Quarterly,  Aug.,  1867. 

2.  OUTLINES  OF  DR.  J.  A.  DORNER'S  SYSTEM  OF  THEOLOGY. 

Presbyterian  Quarterly  Review,  Oct.,  1872,  Jan.,  Apr., 
1873;  N.  S.,  Vol.  1,  pp.  720-747;  Vol.  2,  pp.  60-93;  261-273. 

3.  HEGEL  AS  THE  NATIONAL  PHILOSOPHER  OF  GERMANY.    Trans- 

lated from  the  German  of  Dr.  Karl  Rosenkranz.  Re- 
printed from  the  Journal  of  Speculative  Philosophy.  Gray, 
Baker  &  Co.,  St.  Louis,  Mo.,  1874,  pp.  159. 

4.  NOTES  ON  HEGEL  AND  His  CRITICS.    The  Journal  of  Specu- 

lative Philosophy,  Jan.,  1878.    Vol.  12,  pp.  93-103. 

5.  COLOR  PERCEPTION.    Proc.  Am.  Acad.  of  Arts  and  Sciences. 

Presented  Mch.  14,  1878.    N.  S.  Vol.  5,  pp.  402-413. 

6.  A  LEAP- YEAR  ROMANCE.    Appleton's  Journal,    Sept.   and 

Oct.,  1878.     N.  S.,  Vol.  5,  pp.  211-222;  319-330. 

7.  THE  MUSCULAR  PERCEPTION  OF  SPACE.    Mind,  Oct.,  1878. 

Vol.  3,  pp.  433-450. 

8.  THE  PHILOSOPHY  OF  THE  FUTURE.    Nation,  Nov.  7,  1878. 

Vol.  27,  pp.  283-284. 

9.  PHILOSOPHY  IN  THE  UNITED  STATES.    Mind,  Jan.,   1879. 

Vol.  4,  pp.  89-105.  The  same  in  Popular  Science  Monthly 
Supplement,  New  Issue,  No.  1,  1879,  pp.  57-68. 

10.  UEBER  DIE  ABHANGIGKEIT  DER  REACTIONSZEITEN  VOM  ORT 

DES  REIZES.  (With  J.  von  Kries.)  Archiv  fur  Anatomie 
und  Physiologic  (His  u.  Braune)  Physiologische  Abtheilung, 
1879.  Supp.  Band,  pp.  1-10. 

11.  DIE   WILLKURLICHE   MusKELACTiON.     (With   Hugo   Kron- 

ecker.)  Archiv  fur  Anatomie  und  Physiologic  (His  u. 
Braune)  Physiologische  Abtheilung,  Supp.  Band,  1879, 
pp.  11-47. 

12.  LAURA  BRIDGMAN.    Mind,  April,  1879.    Vol.  4,  pp.  149-172. 


120  G.    STANLEY    HALL 

13.  RECENT  RESEARCHES  ON  HYPNOTISM.    Mind,  Jan.,   1881. 

Vol.  6,  pp.  98-104. 

14.  GETTING  MARRIED  IN  GERMANY.    Atlantic  Monthly,  Jan., 

1881.    Vol.  47,  pp.  36-46. 

15.  ASPECTS  OF  GERMAN  CULTURE.    James  R.  Osgood  &  Co., 

Boston,  1881,  pp.  320. 

Contents:  Religious  Opinion — The  Vivisection  Question — 
The  Passion  Play — Some  Recent  Pessimistic  Theories — 
The  New  Culture  War — Ferdinand  Lasalle — The  Graphic 
Method — The  Leipzig  "  Messe  " — A  Pomeranian  Watering 
Place — Emperor  Wilhelm's  Return — Herman  Lotze — Is 
^Esthetics  a  Science  ? — The  German  Science — Are  the 
German  Universities  Declining? — Fowler's  Locke  and 
German  Psychology — Spiritualism  in  Germany — Recent 
Studies  in  Hypnotism — Popular  Science  in  Germany — A 
Note  on  Hegel,  his  Followers  and  Critics — Hartmann's 
New  System  of  Pessimistic  Ethics — The  Latest  German 
Philosophical  Literature — Democritus  and  Heraclitus — 
The  Muscular  Perception  of  Space — Laura  Bridgman — 
The  Perception  of  Color — A  Note  on  the  Present  Con- 
dition of  Philosophy — First  Impressions  on  Return  from 
Germany. 

16.  THE  MORAL  AND  RELIGIOUS  TRAINING  OF  CHILDREN.    Read 

at  General  Meeting  of  Am.  Social  Science  Ass'n,  Saratoga, 
N.  Y.,  Sept.  6,  1881.  Princeton  Review,  Jan.,  1882.  Vol. 
10,  pp.  26-48.  Jour,  of  Social  Science,  Feb.  1882.,  Sara- 
toga, Papers  of  1881,  Part  2.  No.  15,  pp.  56-76.  Also  as 
"  The  Moral  and  Religious  Training  of  Children  and 
Adolescents."  Fed.  Sem.,  June,  1891.  Vol.  1,  pp.  196- 
210.  Also  appears  in  modified  form  in  "  Youth,  its  Edu- 
cation, Regimen  and  Hygiene,"  New  York,  D.  Appleton  & 
Company,  1906,  379  p.,  Chap.  12. 

17.T  CHAIRS  OF  PEDAGOGY  IN  OUR  HIGHER  INSTITUTIONS  OF 
LEARNING.  Dept.  of  Superintendence  N.  E.  A.,  Wash., 
Mch.,  21-23,  1882.  Bur.  of  Ed.  Circulars  of  Information 
No.  2,  1882,  pp.  35-44. 

18.  THE  EDUCATION  OF  THE  WILL.  Paper  read  at  53rd  Annual 
Meeting  of  the  Am.  Institute  of  Instruction  at  Saratoga, 
N.  Y.,  July  13th,  1882.  Am.  Institute  of  Instruction, 
Boston,  Mass.,  1882,  pp.  236-271.  Also  in  Princeton 
Review,  Nov.,  1882.  Vol.  10,  pp.  306-325.  See  same  as 


BIBLIOGRAPHY  121 

"  Moral  Education  and  Will  Training."  Fed.  Sem.,  June, 
1892.  Vol.  2,  pp.  72-89.  Also  appears  in  modified  form 
in  "  Youth,  its  Education,  Regimen  and  Hygiene,"  New 
York,  D.  Appleton  &  Company,  1906.  379  p.,  Chap.  12. 

19.  OPTICAL  ILLUSIONS  OF  MOTION.    (With  H.  P.  Bowditch.) 

Journal  of  Physiology,  Aug.,  1882.    Vol.  3,  pp.  297-307. 

20.  EDUCATIONAL   NEEDS.    North   American   Review,    March, 

1883.    Vol.  136,  pp.  284-290. 

21.  REACTION-TIME  AND  ATTENTION  IN  THE  HYPNOTIC  STATE. 

Mind,  April,  1883.    Vol.  8,  pp.  170-182. 

22.  THE  CONTENTS  OF  CHILDREN'S  MINDS.    Princeton  Review, 

May,  1883.  Vol.  11,  pp.  249-272.  Same  as  "Contents 
of  Children's  Minds  on  Entering  School."  Ped.  Sem., 
June,  1891.  Vol.  1,  pp.  139-173.  Reprinted  by  E.  L. 
Kellogg  &  Co.,  N.  Y.,  1893.  pp.  56.  Also  in  "Aspects  of 
Child  Life  and  Education,"  by  G.  S.  Hall  and  some  of  his 
Pupils.  Boston,  Ginn  &  Co.,  1907.  326  p.;  pp.  1-52.  Also, 
trans,  into  Bulgarian  by  Em.  Anastassoff,  Pedagogical 
Library,  Year  5,  No.  24,  Philipopolis,  1908. 

23.  THEOLOGY  AND  EDUCATION.    Nation,  July  26,  1883.    Vol. 

37,  pp.  81-82. 

24.  THE  STUDY  OF  CHILDREN.    Privately  printed.    N.  Somer- 

ville,  Mass.  (1883),  pp.  13. 

25.  REPORT  OF  THE  VISITING  COMMITTEE  OF  THE  ALUMNI  OF 

WILLIAMS  COLLEGE.  Presented  July  1,  1884.  Printed 
for  Distribution,  Williamstown,  Mass.,  1884,  pp.  11. 
(Drawn  up  by  Dr.  Hall.) 

26.  METHODS  OF  TEACHING  HISTORY.    Ginn,  Heath  &  Co.,  1883. 

pp.  296.  2d  Ed.  Entirely  re-cast  and  re-written.  D.  C. 
Heath  &  Co.,  Boston,  1889,  pp.  391. 

27.  BILATERAL  ASYMMETRY  OF  FUNCTION.    (With  E.  M.  Hart- 

well.)    Mind,  Jan.,  1884.    Vol.  9,  pp.  93-109. 

28.  NEW  DEPARTURES  IN  EDUCATION.    No.  Am.  Review,  Feb., 

1885.     Vol.  140,  pp.  144-152. 

29.  THE  NEW  PSYCHOLOGY.    Andover  Review,  Feb.  and  Mch., 

1885.  Vol.  3,  pp.  120-135;  239-248.  (An  introductory 
lecture  delivered  at  J.  H.  U.,  Oct.  6,  1882.) 

30.  INTRODUCTION  TO  EVA  CHANNING'S  TRANS.  OF  PESTALOZZI'S 

LEONARD  AND  GERTRUDE.  (J.  H.  U.,  Bait.,  Mch.  4,  1885.) 
Pub.  by  D.  C.  Heath  &  Co.,  Boston. 


122  G.    STANLEY    HALL 

31.  EXPERIMENTAL  PSYCHOLOGY.    Mind,  April,  1885.    Vol.  10, 

pp.  245-249. 

32.  PEDAGOGICAL    INQUIRY.     (Saratoga    Springs,    July,    1885.) 

Jour,  of  Proc.  and  Addresses,  N.  E.  A.,  1885,  pp.  506-511. 

33.  A  STUDY  OF  CHILDREN'S  COLLECTIONS.    The  Nation,  Sept.  3, 

1885.  Vol.  41,  p.  190.    Also  in  Ped.  Sem.,  June,  1891. 
Vol.  1,  pp.  234-237. 

34.  OVERPRESSURE  IN  SCHOOLS.    The  Nation,  Oct.  22,   1885. 

Vol.  51,  pp.  338-339. 

35.  MOTOR  SENSATIONS  ON  THE  SKIN.     (With  H.  H.  Donaldson.) 

Mind,  Oct.,  1885.     Vol.  10,  pp.  557-572. 

36.  STUDIES  OF  RHYTHM.     (With  Joseph  Jastrow.)    Mind,  Jan., 

1886.  Vol.  11,  pp.  55-62. 

37.  How  TO  TEACH  READING  AND  WHAT  TO  READ  IN  SCHOOL, 

D.  C.  Heath  &  Co.,  Boston  (1886),  pp.  40. 

38.  HINTS  TOWARDS  A  SELECT  AND  DESCRIPTIVE  BIBLIOGRAPHY 

OF  EDUCATION.  Arranged  by  topics  and  indexed  by  au- 
thors. (With  John  M.  Mansfield.)  D.  C.  Heath  &  Co., 
Boston  (1886),  pp.  309. 

39.  INTRODUCTORY  NOTE  TO  SANFORD'S  "THE  WRITINGS  OF 

LAURA  BRIDGMAN."  (Reprinted  from  the  Overland 
Monthly.)  J.  H.  U.,  Jan.  22,  1887. 

40.  DERMAL  SENSITIVENESS  TO  GRADUAL  PRESSURE  CHANGES. 

(With  Yujiro  Motora.)    Am.  Jour,  of  Psychology,  Nov., 

1887.  Vol.  1,  pp.  72-98. 

41.  PSYCHICAL  RESEARCH.     (A  review  of  the  Proc.  of  the  English 

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42.  PSYCHOLOGY.      (Review   of  the  books  on  Psychology  by 

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43.  INTRODUCTION  TO  H.  W.  BROWN'S  TRANS.  OF  PREYER'S  THE 

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45.  ADDRESS  DELIVERED  AT  THE  OPENING  OF  CLARK  UNIVERSITY, 

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48.  A  PLEA  FOR  STUDYING  FOREIGN  EDUCATIONAL  INSTITUTIONS. 

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50.  FIRST  ANNUAL  REPORT  TO  THE  BOARD  OF  TRUSTEES.    Clark 

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51.  BOY  LIFE  IN  A  MASSACHUSETTS  COUNTRY  TOWN  THIRTY 

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53.  THE  EDUCATIONAL  STATE  OR  THE  METHODS  OF  EDUCATION 

IN  EUROPE.  The  Christian  Register,  Nov.  6,  1890.  Vol. 
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124  G.    STANLEY    HALL 

54.  THE  MODERN  UNIVERSITY.    The  Christian  Register,  Dec.  4, 

1890.  Vol.  69,  pp.  785-786. 

55.  EDUCATIONAL  REFORMS.    Fed.  Sem.,  Jan.,  1891.    Vol.  1, 

pp.  1-12. 

56.  RECENT  LITERATURE  OF  HIGHER  EDUCATION.    Fed.  Sem., 

Jan.,  1891.  Vol.  1,  pp.  19-24  France;  24-29  Germany; 
30-34  Other  European  Countries;  34-44  America;  44-53 
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57.  RECENT  LITERATURE  ON  INTERMEDIATE  EDUCATION.    Fed. 

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58.  ELEMENTARY    EDUCATION.    The    Reconstructed     Primary 

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59.  BOOK  REVIEWS  (Pedagogical).    Fed.  Sem.,  Jan.,  1891.    Vol. 

1,  pp.  102-118. 

60.  REVIEW  OF  WILLIAM  JAMES'  PRINCIPLES  OF  PSYCHOLOGY. 

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1891.  Vol.  3,  pp.  578-591. 

61.  CONTEMPORARY  PSYCHOLOGISTS.    I.    Professor  Eduard  Zel- 

ler.    Am.  Jour,  of  Psy.,  April,  1891.    Vol.  4,  pp.  156-175. 

62.  PHI  BETA  KAPPA  ORATION,  AT  BROWN  UNIV.,  PROV.,  R.  I., 

June,  1891.    The  Brunonian,  June  17,  1891. 

63.  NOTES  ON  THE  STUDY  OF  INFANTS.    Fed.  Sem.,  June,  1891. 

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64.  UNIVERSITY  STUDY  OF  PHILOSOPHY.    (Discussion  at  Univ. 

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65.  DISCUSSIONS  BEFORE  THE  N.  E.  A.    Proc.  N.  E.  A.,  1891, 

pp.  98,  354,  370,  440,  452,  504,  830. 

36.  SECOND  ANNUAL  REPORT  OF  THE  PRESIDENT  TO  THE  BOARD 
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67.  THE  NEW  MOVEMENT  IN  EDUCATION.    An  Address  delivered 

before  the  School  of  Pedagogy  of  the  Univ.  of  the  City  of 
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68.  EDITORIAL.     (Deals    with    recent    educational    tendencies.) 

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69.  RECENT  LITERATURE  OF  HIGHER  EDUCATION.    I.    France; 

II.  Germany;  III.  England;  IV.  United  States;  V. 
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70.  LITERATURE  AND  NOTES.     (Educational.)    Fed.  Sem.,  Dec., 

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71.  THE    OUTLOOK    IN    HIGHER    EDUCATION.    The    Academy, 

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72.  ECSTASY  AND  TRANCE.    Christian  Register,  Boston,  Mass., 

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73.  HEALTH  OF  SCHOOL  CHILDREN  AS  AFFECTED  BY  SCHOOL 

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74.  HINTS  ON  SELF-EDUCATION.    Youth's  Companion,  Boston, 

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75.  EDITORIAL  ON  HEALTH  OF  SCHOOL  CHILDREN.    Fed.  Sem., 

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76.  CHILD  STUDY  AS  A  BASIS  FOR  PSYCHOLOGY  AND  PSYCHO- 

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77.  REPORT  TO  THE  BOARD  OF  TRUSTEES  OF  CLARK  UNIVERSITY, 

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78.  INTRODUCTION  TO  F.  TRACY'S  PSYCHOLOGY  OF  CHILDHOOD. 

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79.  PSYCHOLOGICAL  PROGRESS.    Address  delivered  at  the  First 

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80.  CHILD  STUDY:   THE  BASIS  OF  EXACT  EDUCATION.    Forum, 

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81.  BOYS  WHO  SHOULD  NOT  Go  TO  COLLEGE.    Youth's  Com- 

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82.  ON  THE  HISTORY  OF  AMERICAN  COLLEGE  TEXT-BOOKS  AND 

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83.  AMERICAN  UNIVERSITIES  AND  THE  TRAINING  OF  TEACHERS. 

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126  G.    STANLEY    HALL 

83a.  SOME  RELATIONS  BETWEEN  PHYSICAL  AND  MENTAL  TRAIN- 
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84.  UNIVERSITIES  AND  THE  TRAINING  OF  PROFESSORS.    Forum, 

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85.  SCHOLARSHIPS,  FELLOWSHIPS,  AND  THE  TRAINING  OF  PRO- 

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86.  RESEARCH  THE  VITAL  SPIRIT  OF  TEACHING.    Forum,  July, 

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87.  CHILD  STUDY  IN  SUMMER  SCHOOLS.    Regent's  Bulletin  Univ. 

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88.  THE  NEW  PSYCHOLOGY  AS  A  BASIS  OF  EDUCATION.    Forum, 

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89.  ADDRESS    AT    THE    BRYANT    CENTENNIAL,    CUMMINGTON, 

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90.  ADDRESS  AT  THE  DEDICATION  OF  THE  HASTON  FREE  PUBLIC 

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91.  REMARKS  ON  RHYTHM  IN  EDUCATION.    Proc.  N.  E.  A., 

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92.  CHILD  STUDY.    Proc.  N.  E.  A.,  1894,  pp.  173-179. 

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94.  LABORATORY    OF    THE    MCLEAN    HOSPITAL,    SOMERVILLE, 

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96.  ON  SPECIALIZATION.    Address  at  the  One  Hundredth  Anni- 

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97.  INTRODUCTION  TO  H.  T.  LUKENS'  '  CONNECTION  BETWEEN 

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Co.,  Boston,  1895. 

98.  EDITORIAL  ON   EXPERIMENTAL   PSYCHOLOGY  IN  AMERICA. 

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99.    PSYCHICAL  RESEARCH.     Am.  Jour,  of  Psy.,  Oct.,  1895.    Vol. 
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103.  THE  CASE  OF  THE  PUBLIC  SCHOOLS:   I.  The  Witness  of  the 

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104.  PSYCHOLOGICAL    EDUCATION.     (52nd    Ann.    Meeting    Am. 

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106.  GENERALIZATIONS    AND    DIRECTIONS    FOR    CHILD    STUDY. 

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107.  NATURE  STUDY.    Buffalo,  N.  Y.,  July,  1896.    Proceedings, 

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108.  DISCUSSION  ON   SOCIOLOGY.    Buffalo,   N.   Y.,   July,    1896. 

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109.  SOME  OF  THE  METHODS  AND  RESULTS  OF  CHILD  STUDY  WORK 

AT  CLARK  UNIVERSITY.  Buffalo,  N.  Y.,  July,  1896.  Pro- 
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111.  ADDRESS  ON  FOUNDER'S  DAY  AT  MOUNT  HOLYOKE  COLLEGE, 

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Life  and  Education,"  by  G.  S.  Hall  and  some  of  his  Pupils. 
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113.  A  STUDY  OF  FEARS.    Am.  Jour,  of  Psy.,  Jan.,  1897.    Vol.  8, 

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114.  SOME   PRACTICAL   RESULTS   OF   CHILD    STUDY.    National 

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115.  THE  PSYCHOLOGY  OF  TICKLING,  LAUGHING,  AND  THE  COMIC. 

(With  Arthur  Allin.)  Am.  Jour,  of  Psy.,  Oct.,  1897.  Vol. 
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116.  SOME  ASPECTS  OF  THE  EARLY  SENSE  OF  SELF.    Am.  Jour,  of 

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117.  NEW  PHASES  OF  CHILD   STUDY.    Child   Study  Monthly. 

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118.  ADOLESCENCE.    Abstract  of  address  at  the  68th  Annual 

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119.  INITIATIONS  INTO  ADOLESCENCE.    Oct.  21,  1898.    Proc.  Am. 

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120.  THE  LOVE  AND  STUDY  OF  NATURE,  A  PART  OF  EDUCATION. 

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121.  HEREDITY,    INSTINCT    AND    THE    FEELINGS.    Proc.    Calif. 

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122.  ADOLESCENCE.    Proc.  Calif.  Teachers'  Ass'n,  Santa  Rosa, 

Dec.  27-30,  1898,  pp.  49-53. 

123.  FOOD  AND  NUTRITION.    Proc.  Calif.  Teachers'  Ass'n,  Santa 

Rosa,  Dec.  27-30,  1898,  pp.  59-62. 

124.  THE  LOVE  AND  STUDY  OF  NATURE.    Dec.,  1898.    Rep.  2nd 

Ann.  Sess.  San  Joaquin  Valley  Teachers'  Ass'n,  Fresno, 
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125.  ADDRESS.    Proceedings  at  the   Dedication  of  the  Thayer 

Library  and  Art  Building  in  Keene,  N.  H.,  Feb.  28,  1899. 
Sentinel  Printing  Co.,  Keene,  1899,  pp.  17-40. 

126.  HEIRS  OF  THE  AGES.    Proceedings  of  the  New  Jersey  Asso- 

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N.  J.,  Mar.  11,  1899.  The  Brotherhood  Press,  Bloomfield, 
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127.  RESUME  OF  CHILD  STUDY.    North  Western  Monthly,  Mar., 

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128.  THE  EDUCATION  OF  THE  HEART.    From  fundamental  to  ac- 

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129.  THE  KINDERGARTEN.    School  and  Home  Education,  June, 

1899.     Vol.  18,  p.  507. 

130.  DECENNIAL  ADDRESS.    Decennial  Celebration,   Clark  Uni- 

versity, 1889-1899.  Published  by  the  University,  Wor- 
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131.  PHILOSOPHY.    Decennial  Celebration,  Clark  University,  1889- 

1899.  Published  by  the  University,  Worcester,  Mass., 
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132.  A  STUDY  OF  ANGER.    Am.  Jour,  of  Psy.,  July,  1899.    Vol. 

10,  pp.  516-591. 

133.  THE  LINE  OF  EDUCATIONAL  ADVANCE.    Outlook,  Aug.  5, 

1899.  Vol.  26,  pp.  768-770. 

134.  CORPORAL    PUNISHMENTS.     (With    a    reply.)    New    York 

Education,  Nov.,  Dec.,  1899.    Vol.  3,  pp.  163-165;  226-227. 

135.  NOTE  ON  EARLY  MEMORIES.    Fed.  Sem.,  Dec.,  1899.    Vol.  6, 

pp.  485-512. 

136.  SOME  DEFECTS  OF  THE  KINDERGARTEN  IN  AMERICA.    Forum, 

Jan.,  1900.    Vol.  28,  pp.  579-591. 

137.  THE  MINISTRY  OF  PICTURES.    Perry  Magazine,  Feb.,  Mar., 

Apr.,  May,  1900.  Vol.  2,  pp.  243-245;  291-292;  339-340; 
387-388. 

138.  COLONEL  PARKER'S  CONTRIBUTIONS  TO  AMERICAN  EDUCA- 

TION.   The   Parker   Anniversary,   Quincy,   Mass.,   April, 

1900.  E.  L.  Kellogg  &  Co.,  N.  Y.,  1900,  pp.  33-34. 

139.  REMARKS  BEFORE  THE  AMERICAN  IRISH  HISTORICAL  SO- 

CIETY, Boston,  April  19,  1900.  Jour,  of  the  Society.  Vol. 
3,  1900,  pp.  38-40. 

140.  SOME  NEW  PRINCIPLES  OF  SABBATH  SCHOOL  WORK.    Minutes 

of  Worcester  Baptist  S.  S.  Convention,  May  10,  1900. 
G.  G.  Davis,  Worcester,  1900,  pp.  10-12. 


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141.  COLLEGE  PHILOSOPHY.    Forum,  June,  1900.    Vol.  29,  pp. 

409-422. 

142.  PITY.     (With  F.  H.  Saunders.)    Am.  Jour,  of  Psy.,  July, 

1900.     Vol.  11,  pp.  534-591. 

143.  CHILD  STUDY  AND  ITS  RELATION  TO  EDUCATION.    Forum, 

Aug.,  1900.     Vol.  29,  pp.  688-702. 

144.  EDUCATIONAL  VALUE  OF  THE  SOCIAL  SIDE  OF  STUDENT  LIFE 

IN  AMERICA.    Outlook,  Aug.  4, 1900.    Vol.  65,  pp.  798-801. 

145.  DOCTRINAL  CATECHISM  IN  SUNDAY  SCHOOL  INSTRUCTION. 

(A  Symposium.)  Biblical  World,  Sept.,  1900.  Vol.  16, 
pp.  175-176. 

146.  STUDENT   CUSTOMS.    Paper   read   before   the   Am.   Antiq. 

Society,  Oct.  24,  1900.  Proc.  Am.  Antiq.  Soc.,  N.  S. 
Vol.  14,  pp.  83-124. 

147.  INTRODUCTION   TO    "THE   BOY   PROBLEM,"    BY   WILLIAM 

BYRON  FORBUSH,  Nov.  1,  1900.  The  Sabbath  Literature 
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148.  THE  RELIGIOUS  CONTENT  OF  THE  CHILD  MIND.    (Chap.  7, 

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149.  THE  GREATEST  BOOKS  OF  THE  CENTURY.    (A  Symposium.) 

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150.  FOREIGN  AND  HOME  BOARDS  OF  TRADE.    The  Worcester 

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151.  MODERN  GOEGRAPHY.    Journal  of  Education,  Feb.  7,  1901. 

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152.  DISCUSSION.     ("  Migration    among    Graduate    Students; " 

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153.  COLONEL  PARKER.    Journal  of  Education,  Mar.  14,  1901. 

154.  CONFESSIONS  OF  A  PSYCHOLOGIST.    (Part  I.)    Pedagogical 

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155.  INTRODUCTION  TO  "AN  IDEAL  SCHOOL,"  by  P.  W.  Search. 

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156.  CLARK  UNIVERSITY.    The  Worcester  Magazine,  Worcester, 

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157.  DANIEL  COIT  OILMAN.    The  Outlook,  Aug.  3,  1901.    Vol. 

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158.  PRESENT   TENDENCIES   IN  HIGHER   EDUCATION.    Regent's 

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159.  THE  IDEAL  SCHOOL  AS  BASED  ON  CHILD  STUDY.    The  Forum, 

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160.  RHYTHM  OF  WORK  AND  PLAY.    Kindergarten  Review,  Sept. 

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161.  THE  NEW  PSYCHOLOGY.    Harper's  Monthly  Magazine,  Oct., 

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162.  How  FAR  is  THE  PRESENT  HIGH  SCHOOL  AND  EARLY  COL- 

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163.  CLARK  UNIVERSITY:    WHAT  IT  HAS  ACCOMPLISHED  IN  12 

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164.  FORM  OR  SUBSTANCE:    THE  RIGHT  EMPHASIS  IN  ENGLISH 

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165.  A  NEW  UNIVERSAL  RELIGION  AT  HAND.    Metropolitan,  Dec., 

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166.  INTRODUCTION  TO  "  NATURE  STUDY  AND  LIFE,"  by  C.  F. 

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167.  COMPARISON  OF  AMERICAN  AND  FOREIGN  SYSTEMS  OF  POPU- 

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168.  SOME  FUNDAMENTAL  PRINCIPLES  OF  SUNDAY  SCHOOL  AND 

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169.  INTRODUCTION  TO  THE  LIFE  OF  VERY  REV.  JOHN  J.  POWER. 

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170.  THE  HIGH  SCHOOL  AS  THE  PEOPLE'S  COLLEGE.    Proc.  of  the 

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171.  WHAT  is  RESEARCH  IN  A  UNIVERSITY  SENSE  AND  How  MAY 

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172.  SOME  SOCIAL  ASPECTS  OF  EDUCATION.    Ped.  Sem.,  March, 

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173.  ADOLESCENTS   AND   HIGH    SCHOOL   ENGLISH,    LATIN   AND 

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174.  TRIBUTE  TO  COL.  FRANCIS  W.  PARKER.    School  Journal, 

Chicago,  111.,  April  12,  1902. 

176.  SOME  CRITICISMS  OF  HIGH  SCHOOL  PHYSICS  AND  MANUAL 

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177.  NORMAL  SCHOOLS,  ESPECIALLY  IN  MASSACHUSETTS.    Ped. 

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178.  AUSGEWAHLTE     BEITRAGE     ZUR     KlNDERPSYCHOLOGIE     UNO 

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179.  REST  AND  FATIGUE.    Ainslee's  Magazine,  July,  1902. 

180.  CHRISTIANITY  AND  PHYSICAL  CULTURE.    Ped.  Sem.,  Sept., 

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181.  PRE-ESTABLISHED    HARMONY.    Ped.    Sem.,    Sept.,     1902. 

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182.  REPORT  OF  THE  PRESIDENT  TO  THE  BOARD  OF  TRUSTEES  OF 

CLARK  UNIVERSITY,  WORCESTER,  MASS.,  Oct.,  1902,  pp. 
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183.  ANIMAL  EXPERIMENTATION.    A  series  of  statements  indicating 

its  value  to  Biological  and  Medical  Science.  Little, 
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184.  How   CHILDREN   AND   YOUTH  THINK  AND   FEEL  ABOUT 

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185.  REMARKS  ON  THE  CERTIFICATE  METHOD  OF  ADMISSION  TO 

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186.  REACTIONS  TO  LIGHT  AND  DARKNESS.     (With  Theodate  L. 

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187.  NOTE  ON  MOON  FANCIES.    Am.  Jour,  of  Psy.,  Jan.,  1903. 

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188.  CHILD  STUDY  AT  CLARK  UNIVERSITY:  AN  IMPENDING  NEW 

STEP.  Am.  Jour,  of  Psy.,  Jan.,  1903.  Vol.  14,  pp.  96-106. 
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Hall's  direction  since  Oct.,  1894,  and  the  published  work 
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189.  THE  RELATIONS  BETWEEN  LOWER  AND  HIGHER  RACES. 

Proc.  Mass.  Hist.  Soc.,  Jan.,  1903.  2nd  Sen,  Vol.  17, 
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190.  CHILDREN'S  IDEAS  OF  FIRE,  HEAT,  FROST  AND  COLD.    (With 

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191.  NOTE  ON  CLOUD  FANCIES.    Ped.  Sem.,  March,  1903.    Vol. 

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192.  SHOWING  OFF  AND  BASHFULNESS  AS  PHASES  OF  SELF-CON, 

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192a.  NOTE  ON  N.  E.  A.  MEETING  IN  BOSTON,  JULY  6-10,  1903. 
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193.  MARRIAGE  AND  FECUNDITY  OF  COLLEGE  MEN  AND  WOMEN. 

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134  G.    STANLEY    HALL 

194.  CURIOSITY   AND    INTEREST.     (With    Theodate    L.    Smith.) 

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195.  EXPERIMENTS  UPON  CHILDREN.    Good  Housekeeping  (Spring- 

field, Mass.),  Oct.,  1903.     Vol.  37,  pp.  338-339. 

196.  ADOLESCENCE,    ITS  PSYCHOLOGY  AND   ITS   RELATIONS  TO 

PHYSIOLOGY,  ANTHROPOLOGY,  SOCIOLOGY,  SEX,  CRIME, 
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197.  CO-EDUCATION  IN  THE  HIGH  SCHOOL.    July,   1903.    Proc. 

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198.  PSYCHIC  ARREST  IN  ADOLESCENCE.    July,  1903.    Proc.  N. 

E.  A.,  1903.     pp.  811-813. 

199.  INTRODUCTION  TO  S.   B.  HASLETT'S  "  THE  PEDAGOGICAL 

BIBLE  SCHOOL."    Oct.,  1903. 

200.  DISCUSSION  OF  UNIVERSITY  FINANCES,  UNIVERSITY  PUB- 

LICATIONS AND  THE  PRINTING  OF  DOCTOR'S  THESES.  The 
Association  of  American  Universities,  Fifth  Annual  Con- 
ference held  in  New  Haven,  Feb.  18-20,  1904.  Jour,  of 
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200a.  THE  CAT  AND  THE  CHILD.  (With  C.  E.  Browne.)  Ped. 
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200b.  ADDRESS,  "THE  LIBRARY  AND  THE  UNIVERSITY,"  AND 
REMARKS  AS  PRESIDING  OFFICER  AT  THE  PUBLIC  OPENING 
OF  THE  LIBRARY  BUILDING  OF  CLARK  UNIVERSITY.  Jan- 
uary, 14  1904.  Publications  of  the  Clark  University 
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201.  EDITORIAL.    First  Issue  of  the  American  Journal  of  Religious 

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202.  THE  JESUS  OF  HISTORY  AND  OF  THE  PASSION  versus  THE 

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Ed.,  May,  1904.  Vol.  1,  pp.  30-64. 

203.  REVIEWS  OF  RELIGIOUS  LITERATURE.    Am.  Jour,  of  Rel. 

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204.  THE    KINDERGARTEN    PERVERTED.    Good    Housekeeping, 

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206.  THE  NATURAL  ACTIVITIES  OF  CHILDREN  AS  DETERMINING 

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207.  IN  How  FAR  MAY  CHILD  PSYCHOLOGY  TAKE  THE  PLACE 

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208.  UNSOLVED  PROBLEMS  OF  CHILD  STUDY  AND  THE  METHOD 

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209.  MENTAL  SCIENCE.    Address  before  the  Division  of  Mental 

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210.  REVIEWS  OF  RELIGIOUS  LITERATURE.    Am.  Jour,  of  Rel. 

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211.  CO-INSTRUCTION  IN  GRADUATE  SCHOOLS.    Ass'n  Am.  Univ- 

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212.  REMARKS  ON  FOUNDER'S  DAY.    Feb.   1,    1905,   at  Clark 

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213.  THE  NEGRO  QUESTION.    Address  before  the  Mass.  Historical 

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214.  NEW  IDEALS  OF  MOTHERHOOD  SUGGESTED  BY  CHILD  STUDY. 

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215.  THE  EFFICIENCY  OF  THE  RELIGIOUS  WORK  OF  THE  Y.  M. 

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136  G.    STANLEY    HALL 

N.  Y.,  May  27,  1905.  Fed.  Sem.,  Dec.,  1905.  Vol.  12, 
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216.  CITIZENS'  INITIATIVE  AS  A  FACTOR  IN  EDUCATIONAL  PRO- 

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219.  A    CENTRAL    PEDAGOGICAL    LIBRARY   AND   MUSEUM    FOR 

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220.  CHILD  STUDY  IN  THE  UNIVERSITY  AND  COLLEGE.    Jour,  of 

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221.  PSYCHOLOGY  OF  JESUS.    CHILD   STUDY  IN  THE  KINDER- 

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222.  REVIEWS  OF  RELIGIOUS  LITERATURE.    Am.  Jour,  of  Rel. 

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223.  WHAT  CHILDREN  Do  READ  AND  WHAT  THEY  OUGHT  TO  READ. 

Jour,  of  Fed.,  Sept.,  1905.  Vol.  18,  pp.  40-51.  Also  in 
Public  Libraries,  Oct.,  1905.  Vol.  10,  pp.  391-393. 

224.  THE  PEDAGOGY  OF  HISTORY.    Address  at  the  Annual  Meeting 

of  the  N.  E.  Hist.  Ass'n,  Springfield,  Mass.,  April  14,  1905. 
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225.  THE  NEGRO  IN  AFRICA  AND  AMERICA.    Address  at  University 

of  Virginia,  July,  1905.  Fed.  Sem.,  Sept.,  1905.  Vol. 
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226.  RECENT    OBSERVATIONS    IN    PATHOLOGICAL    PSYCHOLOGY. 

Jour,  of  Soc.  Sci.,  Sept.,  1905,  pp.  139-151.  The  same  as 
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227.  THE  EDUCATION  OF  MINISTERS  AND  SUNDAY  SCHOOL  WORK 

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1905.  Christian  Register,  Oct.  12,  1905.  Vol.  84,  pp. 
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228.  WHAT  is  PEDAGOGY?    Fed.   Sem.,   Dec.,    1905.    Vol.   12, 

pp.  375-383. 

229.  INTRODUCTION  TO  MRS.   BIRNEY'S  "  CHILDHOOD."    F.  A. 

Stokes  Co.,  N.  Y.,  Nov.  1905. 

230.  REMARKS  AT  THE  PUBLIC  OPENING  OF  THE  ART  DEPART- 

MENT, CLARK  UNIVERSITY  LIBRARY,  DEC.  5,  1905.  Pubs, 
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230a.  INTRODUCTION   TO   RADESTOCK'S   HABIT  AND   EDUCATION. 
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231.  PLACE  OF  FORMAL  INSTRUCTION  IN  RELIGIOUS  AND  MORAL 

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1905.  pp.  67-72. 

232.  WHAT  CHANGES  SHOULD  BE  MADE  IN  PUBLIC  HIGH  SCHOOLS 

TO  MAKE  THEM  MORE  EFFICIENT  IN  MORAL  TRAINING? 
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233.  TRIBUTES  TO  THE  HON.  STEPHEN  SALISBURY.    Proc.  Mass. 

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234.  CHILDREN  AND  THE  THEATRE.    Good  Housekeeping,  Jan., 

1906.  Vol.  42,  pp.  42-43. 

235.  THE  QUESTION  OF  CO-EDUCATION.    Munsey,   Feb.,    1906. 

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236.  ON  FEELING.    Psy.  Bull.,  Feb.  15,  1906.    Vol.  3,  No.  2,  p.  53. 

237.  THE  AFFILIATION  OF  PSYCHOLOGY  WITH  PHILOSOPHY  AND 

WITH  THE  NATURAL  SCIENCES.  Science,  Feb.  23,  1906. 
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238.  NOTE  ON  PSYCHOLOGY.    Philos.  Review,  March,  1906.    Vol. 

15,  p.  173. 

239.  TRIBUTE  TO  PRESIDENT  WILLIAM  RAINEY  HARPER.    Biblical 

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240.  THE  FEMINIST  IN  SCIENCE.    Independent,  March  22,  1906. 

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240a.  YOUTH,  ITS  EDUCATION,  REGIMEN  AND  HYGIENE.  N.  Y., 
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241.  UNDEVELOPED    RACES    IN    CONTACT    WITH    CIVILIZATION. 

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243.  CO-EDUCATION.    Amer.  Acad.  of  Medicine,  Bulletin,  Oct., 

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244.  THREE  DUTIES  OF  THE  AMERICAN  SCHOLAR;    BACCALAUR- 

EATE ADDRESS.  Clark  College  Record,  Oct.,  1906.  Vol.  1, 
pp.  138-152.  Also  in  Wore.  Telegram,  June  18,  1906. 

245.  ON    EDUCATION    AND    YOUTHFUL    DEVELOPMENT.    Educ. 

News,  Oct.  5,  1906.  pp.  739-740.  Editorial  comment  on 
same,  pp.  747-748. 

246.  THE  APPOINTMENT  AND  OBLIGATIONS  OF  GRADUATE  FEL- 

LOWS. Jour,  of  Proc.  and  Addresses  at  the  8th  Annual  Con. 
of  the  Assoc.  of  Amer.  Univ.,  1906.  Cambridge,  Mass., 
Nov.  23-24,  1906,  pp.  38. 

247.  SOME  DANGERS  IN  OUR  EDUCATIONAL  SYSTEM  AND  How  TO 

MEET  THEM.  New  Eng.  Mag.,  Feb.,  1907.  Vol.  35,  pp. 
667-675. 

248.  PLAY  AND  DANCING  FOR  ADOLESCENTS.    Independent,  Feb. 

14,  1907.     Vol.  62,  pp.  355-358. 

249.  THE  GERMAN  TEACHER  TEACHES.    New  Eng.  Mag.,  May, 

1907.  Vol.  36,  pp.  282-287. 

250.  SHOULD   MODERN   BE   SUBSTITUTED   FOR   ANCIENT   LAN- 

GUAGES FOR  CULTURE  AND  TRAINING  ?  Address,  May  11, 
1907.  Pubs,  of  the  N.  E.  Mod.  Lang.  Assoc.,  Boston, 
1907.  Vol.  1,  pp.  45-57. 

251.  ADDRESS  AT  THE  ANNUAL  COMMENCEMENT  OF  THE  UNI- 

VERSITY OF  MARYLAND,  MAY  30,  1907.  Hospital  Bulletin 
(Baltimore),  June  15,  1907. 

252.  VIGOROUS  ATTACK  ON  CLASSICS.    Jour,  of  Ed.,  Boston,  July 

4,  1907. 

253.  ASPECTS  OF  CHILD  LIFE  AND  EDUCATION.    By  G.  S.  Hall 

and  some  of  his  Pupils.  Edited  by  Theodate  L.  Smith. 
Boston,  Ginn  &  Co.,  June,  1907,  326  p. 


BIBLIOGRAPHY  139 

254.  How  AND  WHEN  TO  BE  FRANK  WITH  BOYS.    Ladies'  Home 

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255.  THE  CULTURE-VALUE  OF  MODERN  AS  CONTRASTED  WITH 

THAT  OF  ANCIENT  LANGUAGES.  New  Eng.  Mag.,  Oct., 
1907.  Vol.  37,  pp.  167-173. 

256.  THE  RELATION  OF  THE  CHURCH  TO  EDUCATION.    Address 

at  13th  Triennial  session  of  Cong'l  Churches  at  Cleveland, 
O.,  Oct.,  1907.  Addresses,  Reports,  etc.  The  National 
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Also  newspaper  comment  on  same.  Also  in  Ped.  Sem., 
June,  1908.  Vol.  15,  pp.  186-196. 

257.  THE  FUNCTION  OF  Music  IN  THE  COLLEGE  CURRICULUM. 

Address  at  Columbia  University,  Dec.  27,  1907.  Papers 
and  Proc.  Music  Teachers'  Nat'l  Assoc.,  Ser.  2,  1907. 
Pub.  by  the  Assoc.,  1908.  pp.  13-24.  Also  in  Ped.  Sem., 
March,  1908.  Vol.  15,  pp.  117-126. 

257a.  CHILD  STUDY  AND  ITS  RELATION  TO  EDUCATION.  Trans, 
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258.  CONSCIENCE,  HEALTH  AND  HONOR.    The  Social  Education 

Quarterly,  Jan.,  1908.    Vol.  2,  pp.  66-71. 

259.  SOME  GENERAL  DEFECTS  IN  OUR  SCHOOL  SYSTEM  AND  How 

TO  MEET  THEM.  The  Connecticut  Assoc.  of  Classical  and 
High  School  Teachers.  Report  of  1908  meeting,  Hart- 
ford, Conn.  pp.  10-16.  Feb.  15,  1908. 

260.  THE  NEEDS  AND  METHODS  OF  EDUCATING  YOUNG  PEOPLE 

IN  THE  HYGIENE  OF  SEX.  Ped.  Sem.,  March,  1908. 
Vol.  15,  pp.  82-91.  Also  in  American  Society  for  Sanitary 
and  Moral  Prophylaxis,  Transactions,  1908.  Vol.  2,  pp. 
195-205. 

261.  THE  UNIVERSITY  IDEA.    Ped.  Sem.,  March,  1908.    Vol.  15, 

pp.  92-104. 

262.  PSYCHOLOGY  OF  CHILDHOOD  AS  RELATED  TO  READING  AND 

THE  PUBLIC  LIBRARY.  Ped.  Sem.,  March,  1908.  Vol.  15, 
pp.  105-116. 

263.  THE  FUNCTION  OF  Music  IN  THE  COLLEGE  CURRICULUM. 

Ped.  Sem.,  March,  1908.  Vol.  15,  pp.  117-126.  Also  in 
Music  Teachers'  National  Assoc.,  Studies  in  Musical 
Education,  1907,  Ser.  2,  pp.  13-24. 


140  G.    STANLEY    HALL 

264.  A  GLANCE  AT  THE  PHYLETIC  BACKGROUND  OF  GENETIC 

PSYCHOLOGY.  Am.  Jour,  of  Psy.,  April,  1908.  Vol.  19, 
pp.  149-212. 

265.  FEMINIZATION  IN  SCHOOL  AND  HOME.    World's  Work,  May, 

1908.    Vol.  16,  pp.  10237-10244. 

266.  MUST  YOUR  CHILD  LIE?    Appleton's  Mag.,   May,    1908. 

Vol.  11,  pp.  543-549. 

267.  RELATION  OF  THE  CHURCH  TO  EDUCATION.    Ped.  Sem.,  June, 

1908.     Vol.  15,  pp.  186-196. 

268.  PEDAGOGY — ITS  TRUE  VALUE  IN  EDUCATION.    Ped.  Sem., 

June,  1908.    Vol.  15,  pp.  197-206. 

269.  THE  MEDICAL  PROFESSION  AND  CHILDREN.    Ped.  Sem.,  June, 

1908.     Vol.  15,  pp.  207-216. 

270.  SUNDAY  OBSERVANCE.    Ped.   Sem.,   June,    1908.    Vol.   15, 

pp.  217-229.  Also  in  "  Educational  Problems,"  New 
York,  D.  Appleton  &  Co.,  1911.  2  Vols.  Chap.  13,  Vol.  2. 

271.  FROM  GENERATION  TO  GENERATION:    WITH  SOME  PLAIN 

LANGUAGE  ABOUT  RACE  SUICIDE  AND  THE  INSTRUCTION  OF 
CHILDREN  DURING  ADOLESCENCE.  Amer.  Mag.,  July, 
1908.  Vol.  66,  pp.  248-254. 

272.  THE  BOY  THAT  YOUR  BOY  PLAYS  WITH.    The  Circle,  July, 

1908.     Vol.  4,  pp.  24-60. 

273.  REMARKS  AT  MEETING  OF  THE  STORY-TELLERS'  LEAGUE. 

World's  Work,  July,  1908.    Vol.  16,  p.  10414. 

274.  NEW  WORK  IN  EDUCATION.    To  RAISE  OUR  STANDARD. 

World's  Work,  July,  1908.    Vol.  16,  p.  10454. 

275.  RECENT  ADVANCES  IN  CHILD  STUDY.    Jour,  of  Ed.,  July  16, 

1908.    Vol.  68,  p.  114. 

276.  THE  AWKWARD  AGE.    Appleton's,   Aug.,    1908.    Vol.    12, 

pp.  149-156. 

277.  THE  KIND  OF  WOMEN  COLLEGES  PRODUCE.    Appleton's, 

Sept.,  1908.    Vol.  12,  pp.  313-319. 

278.  ELEMENTS  OF  STRENGTH  AND  WEAKNESS  IN  PHYSICAL  EDU- 

CATION AS  TAUGHT  IN  COLLEGES.  Ped.  Sem.,  Sept.,  1908. 
Vol.  15,  pp.  347-352. 

279.  RECENT  ADVANCES  IN  CHILD  STUDY.    Ped.   Sem.,   Sept., 

1908.     Vol.  15,  pp.  353-357. 


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280.  THE  PSYCHOLOGY  OF  Music  AND  THE  LIGHT  IT  THROWS 

UPON  MUSICAL  EDUCATION.  Ped.  Sem.,  Sept.,  1908. 
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281.  How  FAR  ARE  THE  PRINCIPLES  OF  EDUCATION  ALONG  IN- 

DIGENOUS LINES  APPLICABLE  TO  AMERICAN  INDIANS? 
Ped.  Sem.,  Sept.,  1908.  Vol.  15,  pp.  365-369. 

282.  THE  CULTURE- VALUE  OF  MODERN  AS  CONTRASTED  WITH 

THAT  OF  ANCIENT  LANGUAGES.  Ped.  Sem.,  Sept.,  1908. 
Vol.  15,  pp.  370-379. 

283.  TEENS    AND    TWENTIES.     (Advice    to    Girls.)    Letter    in 

Woman's  Home  Companion,  Oct.,  1908,  p.  29. 

284.  SPOOKS  AND  TELEPATHY.    Appleton's,  Dec.,  1908.    Vol.  12, 

pp.  677-683. 

285.  EDUCATION    OF    THE    HEART.    Southern    Calif.    Teachers' 

Assoc.,  Dec.  21-24,  1908.  Redlands  Review  Press,  1909. 
pp.  31-38. 

286.  MYSTIC    OR    BORDERLINE    PHENOMENA.    Southern    Calif. 

Teachers'  Assoc.,  Dec.  21-24,  1908.  Redlands  Review 
Press,  1909,  pp.  103-107. 

287.  THE  BUDDING  GIRL.    Appleton's  Mag.,  Jan.,   1909.    Vol. 

13,  pp.  47-54.  Also  Southern  Calif.  Teachers'  Assoc., 
Dec.  21-24,  1908.  Also  as  The  Budding  Girl  and  the  Boy 
in  his  Teens.  Redlands  Review  Press,  1909,  pp.  39-54. 
Also  in  "  Educational  Problems,"  New  York,  D.  Appleton 
&  Co.,  1911.  2  Vols.  Chap.  9,  Vol.  2. 

288.  FIFTY  YEARS  OF  DARWINISM.    MODERN  ASPECTS  OF  EVO- 

LUTION. Centennial  Addresses  in  Honor  of  Charles 
Darwin  before  the  American  Assoc.  for  the  Advancement 
of  Science,  Baltimore,  Friday,  Jan.  1,  1909.  N.  Y.,  Henry 
Holt  &  Co.,  1909.  274  p. 

289.  How  CAN  WE  MAKE  THE  AVERAGE  PUBLIC  SCHOOL  A  GOOD 

SCHOOL?  The  Housekeeper,  Feb.,  1909.  Vol.  32,  pp. 
10-13. 

290.  A  SAFEGUARD  AGAINST  EVIL.      Mother's  Mag.,  Elgin,  111., 

Feb.,  1909.    Vol.  4,  pp.  6-7. 

291.  THE  PRESS  AND  THE  PROFESSORS.    Appleton's,  March,  1909. 

Vol.  13,  pp.  273-279. 

292.  WHAT  COLLEGE  FOR  MY  DAUGHTER  ?    Good  Housekeeping, 

May,  1909.     Vol.  48,  pp.  549-551. 


142  G.    STANLEY    HALL 

293.  A  MAN'S  ADVENTURE  IN  DOMESTIC  INDUSTRIES.    Appleton's, 

June,  1909.    Vol.  13,  pp.  677-683. 

294.  TWENTIETH  ANNIVERSARY  OF  CLARK  UNIVERSITY.    Nation, 

(N.  Y.),  Sept.  23,  1909.     Vol.  89,  pp.  284-285. 

295.  CHILDREN'S  READING  AS  A  FACTOR  IN  THEIR  EDUCATION. 

The  School  and  Home,  Sept.,  1909.    pp.  17-18. 

296.  ADDRESS  AT  MEMORIAL  SERVICE  TO  PRESIDENT  WRIGHT  IN 

ART  ROOM,  CLARK  UNIVERSITY  LIBRARY,  June  14,  1909. 
Clark  College  Record,  October,  1909.  Vol.  4,  pp.  146-151. 

297.  REMARKS  AT  CLARK  COLLEGE  COMMENCEMENT  EXERCISES, 

JUNE  17,  1909.  Clark  College  Record,  October,  1909. 
Vol.  4,  pp.  170-172. 

298.  ADDRESS  AT  THE  FIFTIETH  ANNIVERSARY  OF  THE  FOUNDING 

OF  THE  WORCESTER  FREE  PUBLIC  LIBRARY,  DEC.  23,  1909. 
pp.  30-36.  F.  S.  Blanchard  &  Co.,  Worcester,  Mass., 
1910,  40  p. 

299.  EDUCATION  IN  SEX  HYGIENE.    Eugenics  Review,  Jan.,  1910. 

Vol.  1,  pp.  242-253. 

300.  A    CHILDREN'S    INSTITUTE.    Harper's    Magazine,    March, 

1910.    Vol.  120,  pp.  620-624. 

301.  WHAT  is  TO  BECOME  OF  YOUR  BABY  ?    Cosmopolitan,  April, 

1910.    Vol.  47,  pp.  661-668. 

302.  THE  CHILDREN'S  INSTITUTE  OF  CLARK  UNIVERSITY,  WOR- 

CESTER, MASS.  Prospectus  of  the  Children's  Institute, 
Clark  University,  Worcester,  Mass.  April  30,  1910. 

303.  "THE  CHIEF  END  OF  MAN."    Current  Literature,  May, 

1910.    Vol.  48,  pp.  528-531. 

304.  GENERAL  OUTLINE  OF  THE  NEW  CHILD  STUDY  WORK  AT 

CLARK  UNIVERSITY.  Ped.  Sem.,  June,  1910.  Vol.  17, 
pp.  160-165. 

305.  THE  POINT  OF  VIEW  TOWARD  PRIMITIVE  RACES.    Jour,  of 

Race  Development,  July,  1910.    Vol.  1,  pp.  5-11. 

306.  G.  STANLEY  HALL'S  METHOD  IN  MISSIONS.    Independent 

Magazine,  Aug.  25,  1910.    Vol.  69,  pp.  430-431. 

307.  LETTER  ON  NEWSPAPER  INTERVIEWS.    New  York  Nation, 

Sept.  1,  1910.    Vol.  91,  pp.  185-186. 

308.  INTERNATIONAL  STUDY  OF  CHILD  WELFARE.    The  Child, 

Oct.,  1910.    Vol.  1,  pp.  6-7. 


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309.  MISSION  PEDAGOGY  (WITH  COMMENTS  BY  OTHERS).    Journal 

of  Race  Development,  Oct.,  1910.  Vol.  1,  pp.  127-146; 
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310.  THE  AGE  OF  EFFICIENCY.    Youth's  Companion,  Nov.  17, 

1910.    Vol.  84,  pp.  639-640. 

311.  PHYSICAL  TRAINING.    Fed.  Sem.,  Dec.,  1910.    Vol.  17,  pp. 

491-496. 

312.  THE  NATIONAL  CHILD  WELFARE  CONFERENCE:    ITS  WORK 

AND  ITS  RELATIONS  TO  CHILD  STUDY.    Ped.  Sem.,  Dec., 

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1911.  Vol.  24,  pp.  120-124. 

313.  THE  CO-ORDINATION  OF  THE  SCHOOL  WITH  THE  THREE 

SCORE  OTHER  CHILD  WELFARE  AGENCIES.  Annual  Re- 
port of  the  56th  Annual  Meeting  of  the  New  Jersey  State 
Teachers'  Association,  Atlantic  City,  N.  J.,  Dec.  27,  28, 
29,  1910,  pp.  63-79. 

314.  IMPROVEMENTS  NEEDED   IN   THE  TEACHING  OF  CERTAIN 

HIGH  SCHOOL  SUBJECTS.  Annual  Report  of  the  56th 
Annual  Meeting  of  the  New  Jersey  State  Teachers'  Asso- 
ciation, Atlantic  City,  N.  J.,  Dec.  27,  28,  29,  1910,  pp. 
125-135. 

314a.  EDUCATIONAL  PROBLEMS.    New  York,  D.  Appleton  &  Com- 
pany, May,  1911;  2  Vols. 

315.  IN  LIFE'S  DRAMA  SEX  PLAYS  THE  LEADING  PART.    Sagamore 

Sociological  Conference,  June  28-30,  1911;  pp.  27-31. 

316.  EUGENICS:     ITS  IDEALS  AND  WHAT  IT  Is  GOING  TO  Do. 

Religious  Education,  June,  1911.    Vol.  6,  pp.  152-159. 

317.  THE  PROBLEM  OF  DEPENDENT  RACES.    Report  of  the  29th 

Annual  Lake  Mohonk  Conference,  Lake  Mohonk,  N.  Y., 
Oct.  18-20,  1911;  pp.  225-232. 

318.  THE  EFFICIENCY  OF  HUMANITY.    Commencement  Address, 

Clark  College,  June  15,  1911.  Clark  College  Record,  Oct. 
1911.  Vol.  6,  pp.  161-175. 

319.  THE  "PEDAGOGICAL  SEMINARY."    The  Child,  Oct.,   1911. 

Vol.  2,  pp.  54-55. 

320.  THE  TEACHING  OF  SEX  IN  SCHOOLS  AND  COLLEGES.    Social 

Diseases  (Amer.  Soc.  for  Sanitary  and  Moral  Prophy- 
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144  G.     STANLEY    HALL 

321.  THE  GENETIC  VIEW  OF  BERKELEY'S  RELIGIOUS  MOTIVA- 

TION. Journal  of  Religious  Psychology,  April,  1912.  Vol. 
5,  137-162. 

322.  CHILDREN'S  RIGHTS.    The  Kansas  School  Magazine,  May, 

1912.    Vol.  1,  pp.  183-187;  p.  213. 

323.  WHY  KANT  is  PASSING.    Amer.  Jour,  of  Psychology,  July, 

1912.     Vol.  23,  pp.  370-426. 

323a.  FOUNDERS  OF  MODERN  PSYCHOLOGY.    New  York,  D.  Apple- 
ton  &  Company,  Sept.,  1912,  470  p. 

324.  KEEPING  CHILDREN  WELL.    THE   NECESSITY  OF  PROPER 

SANITATION  IN  HOME  AND  SCHOOL.  Delineator,  Nov., 
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325.  SOCIAL  PHASES  OF  PSYCHOLOGY.    Address  delivered  before 

the  American  Sociological  Society,  Dec.,  1912.  Amer. 
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Also  in  Amer.  Sociological  Soc.  Pub.,  June,  1913.  Vol.  7, 
pp.  38-46. 

326.  THE  EDUCATION  OF  THE  EMOTIONS.    Youth's  Companion, 

Aug.  21,  1913.    Vol.  87,  pp.  427-428. 

327.  VOCATIONAL  GUIDANCE.    SYMPOSIUM.    Sierra  Educ.  News 

and  Book  Review,  Sept.,  1913.    Vol.  9,  pp.  568-569. 

328.  THE  FEELINGS  AND  THEIR  EDUCATION.      Friends'  Intelli- 

gencer (Phila.),  Dec.  6  and  13,  1913  Vol.  70,  pp.  771- 
772;  787-791. 


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